Literatura académica sobre el tema "Marion High School"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Marion High School".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Marion High School"
1
Young, Thomas E. y Mark Chen. "One-Year Concussion Prevalence in Marion County, Florida High School Athletes". Journal of Chiropractic Medicine 15, n.º 3 (septiembre de 2016): 204–7. http://dx.doi.org/10.1016/j.jcm.2016.04.002.
Texto completo
2
Cowan, Robert. "ACDC Agency: Food and Politics with Community College Students at Vassar". Radical Teacher 107 (2 de febrero de 2017): 45–51. http://dx.doi.org/10.5195/rt.2017.189.
Texto completoResumen
The food at the All-College Dining Commons (ACDC) at Vassar College stinks. Not that is literally smells foul; it just isn’t very good. The high-achieving community college students in the Exploring Transfer Program (ET) eat breakfast and dinner there for the five weeks that they are studying at Vassar. Ironically, the course I co-taught in ET for two summers, with the Chair of Environmental Studies, is entitled Feast or Famine: Food, Society, Environment. This course is a survey of issues concerning food systems, such as industrial farming, the role of agricultural lobbyists in Washington, overfishing, food sovereignty in developing countries, food stamps, food deserts, the USDA, FDA, WTO, IMF, etc. And yet, with all of the knowledge the students are gleaning from authors like Marion Nestle, Michael Pollan, Wendell Berry and myriad others, they have to eat the crappy food at ACDC. We have had students in this course from Argentina, Bosnia, Bourkina Faso, China, El Salvador, Ghana, Guyana, Haiti, Italy, Mexico, Pakistan, Poland, the Philippines, Sweden, Uzbekistan, and Vietnam. They come from community colleges mostly in the New York area, but also from as far away as Boston, Maine, Los Angeles, and Diné Community College, which is on a Navajo reservation in Northern Arizona. This program—over 30 years old and with over 1,000 alumni—is a sort of academic boot camp for community college students who hope to transfer to an elite liberal arts college, a Research 1 university, or an Ivy League school. It’s a full scholarship program during which they take two courses in five weeks, each team-taught by a community college professor and a Vassar professor. “AC/DC” seems an apt metaphor for the ET program; not for its pop-metal connotations but because of the fact that it demands that students that are accustomed to operating in one current suddenly adjust to quite another. The question that arises out of the experience of eating ACDC, though—of being low-income, immigrant, first-generation college students, studying at one of the whitest and most expensive schools in the country and yet being forced to eat poor food—is “how do they develop a sense of personal agency,” since that is what the transition through community college and onto a school like Vassar requires.
3
De Quattro, Sophia. "Building Up a Community by Empowering Disadvantaged Youth". Undergraduate Journal of Service Learning & Community-Based Research 2 (22 de noviembre de 2013): 1–6. http://dx.doi.org/10.56421/ujslcbr.v2i0.143.
Texto completoResumen
“The first impression is that Marin is a wealthy community, but if you dig in, you find a significant population of poor families here. And there is a very big need to address them.” – Michael Watenpaugh, Superintendent of San Rafael City Schools
When you enter the grounds of Marin County Community School (MCCS), you see security patrolling the premises. The students may be on probation, house arrest, or have general behavior issues deemed unfit for regular public school. High-risk youth in Marin County generally are referred to MCCS, an alternative education facility, in hopes of providing the student a second chance to earn a high school diploma and a better future. MCCS, located in San Rafael, California provides an educational program geared towards intensive instruction in English/Language Arts and Mathematics with a focus on developing pro-social skills through the integration of services that address an array of issues such as mental health, aggression, substance abuse, and occupational programs. MCCS partners with many social behavior programs in order to establish a better learning environment.
4
Duncheon, Julia C. y Stefani R. Relles. "Brokering College Opportunity for First-Generation Youth: The Role of the Urban High School". American Educational Research Journal 56, n.º 1 (10 de agosto de 2018): 146–77. http://dx.doi.org/10.3102/0002831218788335.
Texto completoResumen
Social capital research has demonstrated the value of relationships and networks to enhance college opportunity for first-generation students. While most work has focused on individual students and their ties, high schools play a critical role in social capital processes by connecting students to external college access organizations and resources. This case study employs Mario Small’s organizational brokerage theory to investigate social capital formation among college-bound first-generation youth in an urban high school. Specifically, we explore how the school itself brokered college-going resources through its partner organizations. Findings illustrate a range of passive and active brokerage strategies that influenced the quantity and quality of available resources, and in turn, the amount of student agency required to secure social capital gains.
5
Nurdiana, Eva. "STRATEGY FOR THE IMPLEMENTATION OF STUDENT CHARACTER EDUCATION SENIOR HIGHS SCHOOL I MARON OF PROBOLINGGO". AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 3, n.º 1 (1 de septiembre de 2021): 28–45. http://dx.doi.org/10.46773/muaddib.v3i1.124.
Texto completoResumen
Strengthening character education in the Formal Education Unit is carried out by optimizing the function of the trip-center education partnership which includes schools, families, and communities. The implementation of KDP which optimizes the function of the education trip center is carried out with a class-based or integrated approach through learning activities, school culture, and the community. Research Type This research is a qualitative descriptive research type. Descriptive research is research that is intended to investigate circumstances, conditions, or other things that have been mentioned, the results of which are presented in the form of a research report. Based on the results of research and data analysis conducted by researchers regarding the strategy for implementing character education at SMAN 1 Maron, it can be concluded that the implementation of character education at SMAN 1 Maron is carried out in an integrated manner in every school activity through three main channels, namely 1) integrated through learning activities , 2) integrated through extracurricular activities, 3) integrated through cultural and habituation activities
6
Lo Moro, Giuseppina, Tiziana Sinigaglia, Fabrizio Bert, Armando Savatteri, Maria Rosaria Gualano y Roberta Siliquini. "Reopening Schools during the COVID-19 Pandemic: Overview and Rapid Systematic Review of Guidelines and Recommendations on Preventive Measures and the Management of Cases". International Journal of Environmental Research and Public Health 17, n.º 23 (27 de noviembre de 2020): 8839. http://dx.doi.org/10.3390/ijerph17238839.
Texto completoResumen
Given the limited evidence of school closure effectiveness in containing the pandemic and the consequences for young people, reopening schools with appropriate measures is essential. This overview aimed to describe the main measures planned for the 2020–2021 academic year within the WHO European Region. A rapid systematic review of scientific databases was also performed. The websites of the government, Ministry of Health, and Ministry of Education of European Region countries were searched through 1 October for official documents about the prevention and management of suspected cases/confirmed cases in primary and secondary schools. To find further suggestions, a rapid systematic review was conducted through 20 October searching Pubmed, Scopus, and Embase. There were 23 official documents. France, Luxembourg, Malta, Ireland, Italy, Portugal, the UK, Spain, and San Marino were considered. Performing the rapid review, 855 records were identified and 7 papers were finally selected. The recommendations mostly agreed. However, there was no consensus on the criteria for the return to school of students that tested positive, and the flexibility between attendance at school and remote education for high-risk children often varied. School closure was commonly considered as the very last resort for COVID-19 control. Studies are required to evaluate the impact of different recommendations during this autumn term.
7
Andayani, Nanik. "IMPROVEMENT OF DESCRIPTION WRITING SKILLS THE TENTH GRADER STUDENTS OF SENIOR HIGH SCHOOL 1 MARON OF PROBOLINGGO THROUGH THE INQUIRY STRATEGY". AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 3, n.º 1 (1 de septiembre de 2021): 46–62. http://dx.doi.org/10.46773/muaddib.v3i1.123.
Texto completoResumen
This research is a qualitative research that designed to uses the class action research (CAR). This research was conducted in the ten grader the students of Senior High School I Maron Probolinggo unnecessary to make the teaching and learning programs that have been designed. The researcher is the teacher of the ten grader the students of Senior High School I Maron Probolinggo. Therefore, besides the teacher as researcher, the teacher also as observer. However, to overcome the limitations of the teacher they do observation, they asked their friends and colleagues to become an observer also serves as a collaborator.The main problem of this research is the “How to improve the writing description skills of ten grader the students Senior High School I Maron through inquiry strategy ?” the problem break down into three things, (1) how did the improvement process of learning to write the description of the ten grader the students of Senior High School I Maron Probolinggo through inquiry strategy? (2) how do you learn to write the description of the results that is increase in the ten grader the students of Senior High School I Maron Probolinggo through inquiry strategy? The results showed as follows. (1) there has been an increase in the process of learning to write description through inquiry strategy. The activities that may include the pre-write stage, To develop the outline of, revision, and editing. The implementation of this class action is recorded and observed by the researchers but before the execution of the cycle I course of research had not reached yet the desired goal because the achieved results is not perfection yet. In the Cycle I, the process of learning to description writing through the inquiry strategy has been good and interesting but still found that need to get attention with regards to the class action research. While the processing of learning to description writing cycle II through inquiry strategy has been very good, (2) The improvement in the achievement of learning to write the description appears that if before the application of cycle I the students who have not achieved completion or who obtained a score below 70 as many as 21 children or 61.8%, in cycle I that decreased to 8 or 23.5% , and in cycle II the student's score was above 70. The completion increased from 13 children or 38.2% at the first reflection to 26 children or 76.5% in cycle I, and it is increased to 34 children or 100% in cycle II. The lowest value at the first reflection and cycle I is the same as 60 and in cycle II it is increases to 70. The highest score is increased from 75 at the first reflection to 85 in cycle I and it is increased to 90 in cycle II. The classical average is increased from 66.6 to 71.5 and it is also increased to 76.2 in cycle II.
8
Chmielewski, Witold. "Profesor Marian Walczak (1923–2020)* In memoriam". Biuletyn Historii Wychowania, n.º 42 (15 de marzo de 2020): 187–97. http://dx.doi.org/10.14746/bhw.2020.42.12.
Texto completoResumen
Presenting Prof. Marian Walczak’s achievements concentrated on the field of Polish Teachers’ Union and the history of education. The presentation of Prof. Marian Walczak’s biography and achievements in all fields of his rich academic activity, especially in the scope of the history of Polish Teachers’ Union, underground teaching, the activity of high schools and education as well as the martyrdom of Polish teachers during the Nazi occupation. Moreover, the results of the professor’s research into the history of Polish education after WWII have also been presented. The achievements of Prof. Marian Walczak were significant. He is remembered by posterity for his activity in the history of Polish Teachers’ Union and the history of education in the 20th century.
9
Muntean, Ovidiu. "Two years on the Galician front (1914–1915). Pages in the diary of the Transylvanian Officer Marian Popu". Acta Musei Napocensis. Historica, n.º 56 (15 de enero de 2021): 109–40. http://dx.doi.org/10.54145/actamn.56.07.
Texto completoResumen
"Marian Popu was born in 1889 in the village of Diviciorii Mici in Solnoc-Dăbâca County and came from a Romanian family of intellectuals, his father being a teacher. He attended primary school in his native village and then attended secondary and high school in Gherla. After graduating from high school, in 1909 he enrolled in the ‘Ludovika’ Honvéd Military Academy in Budapest. Here he attended classes for three years and graduated in 1912, obtaining the rank of second lieutenant. Among his teachers there was also Lieutenant-Colonel Aurél Stromfeld, who would later be his regimental commander on the Galician front. In 1914, at the outbreak of the First World War, Marian Popu was promoted to the rank of lieutenant major and was sent to the Galician front at the head of a subunit of the Honvéd Infantry Regiment no. 32 of Dej. In 1914–1915, the Romanian officer reached this front four times. Each time he fought on the front line. His memory recalls the grim reality of the war, the entry into the front line of battle, the marches, the cold, the terrible death of his comrades but also the periods of convalescence spent in the military hospitals of Vienna and Dej. Here he was treated three times due to illness, exhaustion and the fact that he was shot in the arm during the offensive of May 1915. After the stabilization of the front, in the fall of 1915, Lieutenant Marian Popu reached the front line on defensive fighting positions in a forest in the area of Bedrykivti, on the banks of the Tupa River. Here he remained until June 1916, when he was forced to retreat after the start of the offensive led by Russian General Alexei Brusilov."
10
Curry, Marnie W. y Steven Z. Athanases. "In Pursuit of Engaged Learning with Latinx Students: Expanding Learning beyond Classrooms through Performance-Based Engagements". Teachers College Record: The Voice of Scholarship in Education 122, n.º 8 (agosto de 2020): 1–49. http://dx.doi.org/10.1177/016146812012200815.
Texto completoResumen
Background/Context Urban public high schools serving low-SES communities historically have underserved nondominant culturally and linguistically diverse students by divesting them of social and cultural resources and delivering impoverished curriculum and instruction. Associated with such subtractive schooling, many Latinx youth have suffered from academic disengagement and limited academic success and futures. Focus of Study This study investigates one school's efforts to promote Latinx students’ academic and intellectual engagement through a schoolwide system of performance-based assessments (PBAs) that featured meaningful, embodied, discourse-rich activities, many of which occurred beyond classrooms during after-school hours. We examine the scope of PBA opportunity across the school and the ways educators enacted PBAs to optimize nondominant students’ engagement. We also report the organizational structures that enabled the PBA system and some implementation challenges/tensions. Setting This study features Mario Molina High, a small urban Title 1 public California school serving 262 students, of whom 90% received free/reduced-price lunches, 76% were Latinx, and 33% were emergent bilinguals. MHS emphasized an explicit social justice mission and had a record of some success with Latinx students, as measured by graduation and college-going rates, course completion for admission to California universities, and standardized achievement tests. Research Design We treat MHS as a “critical case,” holding strategic importance to the problem on which the study focuses. Using qualitative methods, we employed a bi-level design to uncover links between school organization and instruction. Data Collection and Analysis We drew on 240 hours of school observations, with special attention to PBA enactments. We also drew on 45 interviews with key stakeholders; faculty survey responses; school documents; student work; and email list communications. Our analysis involved thematic coding, memos, metamatrices, and situated/discourse analyses. Findings/Results MHS's PBAs drew school actors out of the spatial/temporal boundaries of classrooms and fostered serious, spirited, interactive spaces for learning. Three aspects of PBAs—authentic audiences, embodied action, and dialogic argumentation—transformed these assessments into what we call performance-based engagements (PBEs). This shift enhanced students’ engagement and contributed to a schoolwide culture of engaged learning. We argue that sustained participation in PBEs encouraged students to experiment with and adopt expanded practice-based identities as critical thinkers and change agents. Conclusions/Recommendations Our study suggests how the schoolwide implementation of dynamic, innovative, and culturally sustaining forms of assessment can expand and revivify traditional school learning in ways that promote the academic and intellectual engagement of historically underserved students.
Tesis sobre el tema "Marion High School"
1
Bortoli, Adriana de [UNESP]. "Uma análise dos livros de André Perez Y Marin: um momento da história da matemática escolar brasileira no início do século XX". Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/138873.
Texto completoResumen
Submitted by Adriana de Bortoli null (adrianadebortoli1@hotmail.com) on 2016-05-23T17:22:45Z
No. of bitstreams: 1
tese versão biblioteca.pdf: 6690701 bytes, checksum: 545cdbaee960d6f1fca1af44dbf28325 (MD5)Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-05-25T17:42:08Z (GMT) No. of bitstreams: 1 bortoli_a_dr_rcla.pdf: 6690701 bytes, checksum: 545cdbaee960d6f1fca1af44dbf28325 (MD5)
Made available in DSpace on 2016-05-25T17:42:08Z (GMT). No. of bitstreams: 1 bortoli_a_dr_rcla.pdf: 6690701 bytes, checksum: 545cdbaee960d6f1fca1af44dbf28325 (MD5) Previous issue date: 2016-05-02
Analisar as obras de André Perez y Marin com o intuito de entender tendências e propostas de ensino que possam ter deixado contribuições para a Educação Matemática, é o principal objetivo deste trabalho. A investigação tem como fonte de pesquisa os livros didáticos do referido autor, principalmente, e, decretos, portarias e leis normalizadores do ensino brasileiro, pois são documentos que relatam as modificações no ensino de Matemática ao longo de algumas décadas. A pergunta diretriz desta pesquisa é: “Quais propostas didático-metodológicas de ensino de Matemática estão presentes nas obras de André Perez y Marin?”. Com o intuito de responder tal questão, este estudo fez uso do ferramental teórico-metodológico, vindo da história cultural e valeu-se das buscas pelas estratégias editoriais e políticas de vendagem das obras do referido autor e da metodologia de organização do conhecimento. Pode-se afirmar que André Perez y Marin, em seus livros, apresentou alguns conceitos matemáticos que não estavam nos programas de ensino vigentes à época, como o conceito de funções, que inclusive não era um assunto comumente presente nos livros didáticos do período. Além disso, o autor introduziu alguns elementos do cálculo, mesmo sem ter sido recomendado nos programas oficiais, uma vez que, o Cálculo Diferencial e Integral havia sido excluído dos programas do ensino secundário, desde a reforma Benjamim Constant, ocorrida em 1890; sendo, novamente, proposto apenas em 1929. Concluímos quanto à proposta didático-metodológica, que o autor fez uso, principalmente, do método analítico, nas obras Elementos de Algebra e Aritmética Teorico-Prática, e do método sintético na obra Elementos de Geometria.
Analyzing the works of André Marin Perez y Marin in order to understand trends and educational proposals that could have leaved contribution to mathematics education is the main objective of this work. The investigation is a research source of that author's didactic books, mainly and, decrees, orders and standard-setting laws of Brazilian education which are documents that record the changes in mathematics education over several decades. The problem of this research is: "What didactic and methodological proposals mathematics teaching are present in the works of André Perez y Marin Perez? ". In order to answer this question, this study made use of theoretical and methodological tools from the cultural history and took advantage of the search for the editorial strategies and policies-selling works of that author and organization methodology of knowledge. Can be said that Andrew Perez y Marin, in his books, presented some mathematical concepts that were not in the current education programs in effect at the time, such as the concept of function, which also was not a commonly subject in the textbooks of the period. In addition, the author introduced some elements of the calculation, even without having been recommended in official programs, since the Differential and Integral Calculus had been excluded from secondary school programs, from Benjamin Constant reform , which took place in 1890 ; It is again proposed in 1929 only . We conclude about the didactic and methodological proposal, which the author made use mainly of the analytical method in the works Algebra Elements and Arithmetic Theory and Practice, and the synthetic method in the Elements of Geometry work.
2
Armsden, Sandra R. "The effect of a 5 day residential outdoor educational experience on the self-efficacy of selected Australian high school students". Thesis, Queensland University of Technology, 1995.
Buscar texto completoResumen
This study seeks to investigate the effect of a 5 day outdoor educational experience on the generalised self-efficacy of four Australian high school students. Specifically, it explored how the students conceptualise self-efficacy and whether they perceive a change in their own self-efficacy as a result of their experience. A key focus of the study was an investigation of the factors in their experience to which they attribute this change and if such a change is maintained.
To reconstruct the complex story of the outdoor educational experience for each student, a research design consisting of multi-method data collection in the form of a case study was used. Data collection techniques included participant observation,informal interviews, repertory grids and the use of a perceptual record (video, audio)of the students overt behaviours to conduct stimulated recall interviews. Through the process of triangulation of the data, the story emerged.
The data collection methods tend to reveal personal data of an affective nature and as such did disclose the student's personal reflections on their outdoor educational experience and generalised self-efficacy. Although distinctions in how the students construed their experience and generalised self-efficacy are evident, there are some
commonalties.
The students tend to construe confident people and confidence as being predominantly determined by aspects of the affective domain. Students use personal attributes such as caring, smart, sensitive and humorous as well as aspects of interaction with others to describe efficacious people. Constructs relating to attaining goals and achievements are used sparingly.
Immediately after the outdoor educational expe1ience the students perceive an increase in their generalised self-efficacy either through a closer association with their
'confident' people or through a disassociation with their people 'lacking confidence' or changes in both precepts. The changes in generalised self-efficacy were not necessarily maintained three months after the camp.
The students, when considering the outdoor educational expe1ience globally, focused on their level of emotional arousal, pa1ticularly enjoyment, as well as the need to
cooperate as a group. The group becomes a dominant factor in the student's outdoor educational expe1ience. The students recognise the power of the group through group
decisions and group support at stressful times. The concern for others becomes evident throughout the week. Whilst the four students recognise the group factor their reactions vary from wanting to be an active dominant member of the group to challenging the group at every opportunity.
The combined results indicate that a short term camp, that includes some adventure components, has the potential to be a powerful source of efficacy infonnation and thus increase a student's self-efficacy. The maintenance of increased generalised selfefficacy upon returning to the school environment remains a central issue. This study presents some evidence that increases can be maintained although it is acknowledged that further research is required.
3
Deavers, Cynthia Marie. "National Board Certification : a reservoir of reflective principals /". Thesis, [La Jolla] : [San Marcos] : [San Diego] : University of California, San Diego ; California State University, San Marcos ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3350030.
Texto completoResumen
Thesis (Ed.D.) -- California State University San Marcos ; University of California, San Diego, 2009.Abstract: leaves viii-ix. Committee members: Robin Marion (chair), Jennifer Jeffries, Carolyn Hofstetter. Includes bibliographical references (p. 139-145) Also issued online
Libros sobre el tema "Marion High School"
1
Hannaford, Brian D. A risky business: Changing a secondary school. Adelaide: B. Hannaford, 1986.
Buscar texto completo
2
Myree, Brown Glenda, ed. Adolescents and inclusion: Transforming secondary schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.
Buscar texto completo
3
Serebryakov, Oleg. Ecological and geological problems of development of oil and gas fields in the Caspian region. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24289.
Texto completoResumen
The paper summarizes and examined extensive evidence on the environmental, geological and technological challenges of exploration and production of oil and gas, encountered during the development of the gigantic fields. Investigated environmental problems of underground disposal of wastes, the formation of zones of technogenic pollution, ecology megalonyx pressures and many others. Describes the environmental effects of oil and gas companies on the environment. The proposal for reducing the negative anthropogenic influence on the geoecological conditions of the environment. Justified the monitoring of the exploration and exploitation of deposits of natural raw materials.
Is designed to masters, post-graduate students and students studying on the specialty "Environmental Geology", "Geology and Geochemistry of combustible minerals", "Geology of marine oil and gas fields", "Hydrogeology and engineering Geology", a wide range of scientific and industrial workers of the oil and gas industry, high school teachers and graduate students geoenvironmental, environmental, oil and gas fields.
4
Bauer, Anne M. y Glenda Myree Brown. Adolescents and Inclusion: Transforming Secondary Schools. Brookes Publishing Company, 2001.
Buscar texto completo
5
clark, sps. Cornell Notebook: Cornell Notes Notebook for High School College University Students - Simple Maroon Cover, Large 8. 5 X11 / 120 Pages. Independently Published, 2021.
Buscar texto completo
6
Journals, Simple. Class Of 2020: Burgundy-Maroon and White Graduation Party Celebration Guestbook for High School, Community College and University Graduation Parties for Guests to Sign and Share Memories. Independently Published, 2020.
Buscar texto completo
7
Journals, Simple. Class Of 2020: Burgundy-Maroon and Gold Graduation Party Celebration Guestbook for High School, Community College and University Graduation Parties for Guests to Sign and Share Memories. Independently Published, 2020.
Buscar texto completo
8
Ruffert, Matthias, ed. Europa-Visionen. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783845295473.
Texto completoResumen
This volume of the Humboldt Lectures on Europe serves as a unique contemporary testimony of European integration since the euro crisis. The Walter Hallstein Institute for European Constitutional Law at the Humboldt University of Berlin organizes the Humboldt Lectures on Europe in irregular intervals and has managed to establish these lectures as a valuable and respected forum of discussion on European debates. The present lectures offer a contemporary insight into these debates, depicting the perspectives of European heads of state and government as well as those of high-ranking representatives of the executive, judicial and legislative branches of European states and EU institutions. These lectures contribute to an interdisciplinary discourse in academia, the political arena, and beyond. With contributions by et al Angela Merkel, Toomas Hendrik Ilves, Herman van Rompuy, Francois Fillon, Jerzy Buzek, Martin Schulz, Andreas Voßkuhle, Mario Monti, Susanne Baer, Ineta Ziemele, Simon Coveney, Paolo Gentiloni and Olaf Scholz
9
Askeland, Lori. Children and Youth in Adoption, Orphanages, and Foster Care. www.greenwood.com, 2005. http://dx.doi.org/10.5040/9798400625244.
Texto completoResumen
Adoption and foster care is a new and burgeoning area of historical and interdisciplinary research. Too often, however, birth parents, adoptive parents, foster parents, social workers, and the children themselves have either been ignored or demonized. This comprehensive introductory resource provides an authoritative, yet accessible, examination of adoption and foster care as it has been practiced in the United States. Within the pages of this volume, the reader will find a complete view of the many individuals and groups involved, as well as a thorough understanding of the various social and economic forces that have contributed to the perceptions of what children are in need of care. Also discussed is the role of orphanages, once the primary institution for children without parents as well as a stopgap measure for poor children needing temporary care. Divided into three major sections, original essays review the practice of adoption, orphanage placement and foster care from the colonial period to the present day. Selected primary documents, including materials by children, as well as an in-depth bibliographic section, provide crucial information and insight for high school and college students. Social workers, journalists, and others will also find much value in this historical overview and guide. Contributors include Elizabeth Bartholet, Marilyn Irvin Holt, Martha Satz, and Claudia Nelson. Adoption and foster care is a new and burgeoning area of historical and interdisciplinary research. Too often, however, birth parents, adoptive parents and foster parents, social workers, and the children themselves have been either ignored or demonized. This authoritative and accessible work is the first comprehensive introductory resource that gives a fuller portrait of the many individuals and groups that have contributed to the perceptions of what children are in need of care. Also discussed is the role of orphanages, the primary institution for children without parents as well as a stopgap measure for poor children needing temporary care. Divided into three sections, original essays review the practice of adoption, orphanage placement, and foster care from the colonial period to the present day. Selected primary documents, including materials by children, as well as an in-depth bibliography section, provide crucial information and insight for high school and college students. Social workers, journalists, and others will also find much value in this historical overview and guide. Star contributors include Elizabeth Bartholet, Marilyn Irvin Holt, Martha Satz, and Claudia Nelson.
10
McCaslin, Nikki. Finding Our Place. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798400651380.
Texto completoResumen
This unique one-volume reference guide provides positive and empowering biographical sketches of 100 famous and well-known adoptees throughout time, serving to counter the many negative stereotypes that exist that exist about people who were adopted, fostered, or lived in orphanages. This work looks at the lives of people who, despite circumstances in their childhood, were able to succeed in making important contributions to art, music, science, literature, politics, and entrepreneurship. This work answers the call to obtaining difficult-to-find information about well-known adoptees. High school students and general readers who are interested in learning more about positive role models in adoption and children's issues will find this book invaluable. McCaslin outlines the parameters she used for inclusion in the book, and then discusses the history of adoption from ancient civilization to today's society. Each entry focuses on the early life of the subject, as well as his or her career and achievements. Entries include Aristotle, Edward Albee, Ingrid Bergman, Oksana Baiul, Ella Fitzgerald, Faith Hill, Marilyn Monroe, Dave Thomas, Orson Welles and many more.
Capítulos de libros sobre el tema "Marion High School"
1
Weiss, Emily y Bernadette Chi. "¡Youth & The Ocean! (¡YO!): Partnering High School and Graduate Students for Youth-Driven Research Experiences". En Exemplary Practices in Marine Science Education, 27–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90778-9_3.
Texto completo
2
Orlova, Nadezhda, Evgenia Serova, Vladimir Popov y Marina Petukhova. "Key Areas of the Agricultural Science Development in Russia in the Context of Global Trends and Challenges". En Science and Innovations for Food Systems Transformation, 799–812. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15703-5_42.
Texto completoResumen
AbstractThe modern Russian agrifood industry is a steadily developing sector of the national economy. The production of a number of goods has reached historically high levels. Russia has a strong position in the export of agricultural raw material commodities, while the country remains dependent on imports from other countries. This chapter examines critical areas of scientific research in Russia that will create opportunities for increasing competitiveness in the transition of the world food systems from conventional agriculture to Agriculture 4.0. Science and technology-based innovations for transforming food systems in Russia include productivity growth through breeding technologies and improved genetics, in combination with technologies that will ensure optimal realization of this potential (feed additives, fertilizers, plant protection products, animal health, and other so-called “package” solutions). The introduction of digital technologies and cross-platform solutions in agriculture, to reduce the gaps in labor productivity, will increase overall productivity and reduce food losses. Diversification of food products includes priorities for high-margin segments of healthy, functional and personalized nutrition, and the deep processing of agricultural commodities. The paper explores closed farming systems (including “urban farming”) that are independent of external climatic and biological factors. Development of the agricultural waste recycling sector is a priority too. Russia lags behind its competitors in terms of the scientific quality of its production. This is due to a lack of efficiency in the financing of agricultural science, as well as an imbalance within its structure. An increasingly acute problem of the transition of Russian food systems to the innovative path is the reduction of human resources. This trend is typical both in the scientific sector, where it is expressed in a decrease in the number of researchers and an aging staff (which threatens the continuity in the established scientific schools and the viability of research teams) and in agriculture as a whole.
3
Hannaford, B. D. "Case studies in work experience at Marion High School, South Australia". En Work Experience in Secondary Schools, 109–20. Routledge, 2018. http://dx.doi.org/10.4324/9780429452529-9.
Texto completo
4
Moore, Daniel. "‘A revolution of incalculable effect’: modernism and the teaching of art in schools". En Insane Acquaintances, 60–82. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266755.003.0003.
Texto completoResumen
This chapter explores a range of encounters between modernism and school-children. Focused most sharply on the work of Marion Richardson, teacher of art at Dudley High School for Girls, it ranges across arts education policy in Britain in the early twentieth century and some other initiatives designed to get abstract art into the classroom. Richardson, in particular, has hardly been attended to by modernist scholars, but her work at Dudley, and later at the London County Council, was crucial in transforming the teaching of visual art across Britain.
5
"High School College". En Subcommander Marcos, 23–28. Duke University Press, 2007. http://dx.doi.org/10.2307/j.ctv1220qh2.11.
Texto completo
6
"High School College". En Subcommander Marcos, 23–28. Duke University Press, 2007. http://dx.doi.org/10.1215/9780822389729-004.
Texto completo
7
"3. High School College". En Subcommander Marcos, 23–28. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822389729-008.
Texto completo
8
AVRAM, BOGDAN LAURENȚIU. "PROFESORUL MARIN ALEXIU – PROMOTOR AL EDUCAȚIEI MUZICALE ÎN LICEUL „MIHAI VITEAZUL” DIN ALBA IULIA". En Educaţie şi valori în societatea contemporană. Editura Eikon, 2022. http://dx.doi.org/10.56177/epvl.cap14.2022.ro.
Texto completoResumen
PROFESSOR MARIN ALEXIU - PROMOTER OF MUSICAL EDUCATION IN THE "MIHAI VITEAZUL" HIGH SCHOOL IN ALBA IULIA. After the epochal event in Alba Iulia on the 1st of December 1918, the first state high school in Transylvania was established here, having the name of the ruler "Mihai Viteazul". Among the studied subjects, music had an essential place. Music was taught by teachers with musical studies as well as with pedagogical tact. In addition to the theoretical knowledge, they also shared with their students the practical skills of singing in the choir and playing musical instruments. Thus, teachers established school choirs and orchestras, which were the pride and cultural standard of this prestigious high school.
9
Pasqual, Claudio. "Tra l’odore dei registri bruciati’ Sui fatti del liceo scientifico Giordano Bruno di Mestre, gennaio-marzo 1978". En Studi in onore di Mario Infelise. Venice: Fondazione Università Ca’ Foscari, 2023. http://dx.doi.org/10.30687/978-88-6969-727-2/025.
Texto completoResumen
Mestre 1978. At the peak of “anni di piombo”, an event of political violence, an arson attack on a high school principal, splits the school community and the city. The atmosphere, already warm, ignites. The conflict regards the crux of violence: the student movement condemns the attack but sets against the violence of the capitalist system; whereas school leadership and conservative parents and public opinion citizens invoke law and order and denounce obscure adult complicities, there’s who, union, teachers and progressive parents, tries hard to recognize the reasons and identify spaces for discussion between institutions and students.
10
Cabrera, Debra T. "The Impact of School Social Bonds". En Research Anthology on Interventions in Student Behavior and Misconduct, 735–54. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6315-4.ch039.
Texto completoResumen
Students' experiences in the school environment are not limited to purely academic activities, responsibilities, and relationships. Their complete educational experience encompasses social ties, commitment centered on stakes in conformity, beliefs about rules and regulations, and involvement in pursuits that are indirectly tied to their scholastic performance. Using CNMI Youth Survey data, this chapter explores these social bonds in the school setting and examines their impact on indigenous and indigenous high school students in the Northern Mariana Islands. The relative importance of these social bonds is compared to the influence of social bonds outside the school environment. The findings highlight the importance of teacher attachment and the belief in the validity and fairness of school rules on the risk-behavior for both indigenous and non-indigenous youth, with non-indigenous youths experiencing teacher attachment as a relatively stronger protective factor.
Actas de conferencias sobre el tema "Marion High School"
1
Sani, Mario Febrianus Helan y Nanda Agustian Simatupang. "Difference of Knowledge Toward Hiv/Aids in Adolescents in Sleman, Yogyakarta". En The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the6thicph.02.49.
Texto completoResumen
Background: In many countries throughout the world, sexually transmitted disease such as HIV/ AIDS also occurred in adolescents. A study by National Behavioral Surveillance Survey stated that the level of awareness and knowledge among young people about HIV/ AIDS was low. This study was aimed to explore the difference of knowledge toward HIV/AIDS in adolescents in Sleman, Yogyakarta. Subjects and Method: A descriptive study was carried out at Public Senior High School 1 and Muhammadiyah Senior High School 1, Sleman, Yogyakarta, in April 2019. A sample of 65 students was selected randomly. The study variable was knowledge toward HIV/AIDS. The data were collected by questionnaire and analyzed by Mann whitney test. Results: Mean of knowledge toward HIV/AIDS in students in Public Senior High School 1 (Mean= 63.69; SD= 24.9) was higher than Muhammadiyah 1 Senior High School Sleman (Mean= 45.84; SD= 21.7) and it was statistically significant (p<0.001). Conclusion: Adolescents knowledge toward HIV/AIDS in Public Senior High School 1 is higher than Muhammadiyah 1 Senior High School, Sleman, Yogyakarta. Keywords: HIV/AIDS, knowledge, adolescents Correspondence: Mario Febrianus Helan Sani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: rhyansani@gmail.com. Mobile: +6281326608972. DOI: https://doi.org/10.26911/the6thicph.02.49
2
Andani, Wirda, Shantika Martha y Setyo Wira Rizki. "Accreditation classification of junior high school in Indonesia using K-nearest neighbor, logistic regression, classification tree". En THE 3RD INTERNATIONAL CONFERENCE ON NATURAL SCIENCES, MATHEMATICS, APPLICATIONS, RESEARCH, AND TECHNOLOGY (ICON-SMART2022): Mathematical Physics and Biotechnology for Education, Energy Efficiency, and Marine Industries. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0212970.
Texto completo
3
Irsalina, Syafira, Kariyam y Sekti Kartika Dini. "Implementation of simple K-medoids in high schools clustering based on quality of resources for computer-based national assessment readiness". En THE 3RD INTERNATIONAL CONFERENCE ON NATURAL SCIENCES, MATHEMATICS, APPLICATIONS, RESEARCH, AND TECHNOLOGY (ICON-SMART2022): Mathematical Physics and Biotechnology for Education, Energy Efficiency, and Marine Industries. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0211271.
Texto completo
4
Sugahara, Ryo y Akio Kuroyanagi. "Research on Optimum Function and Utilization of Oceanic Architectures for Marine Space Use: Case Study on Kyushu Region, Japan". En ASME 2017 36th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/omae2017-61618.
Texto completoResumen
Recently, the demanding for effective utilization of marine spaces in forms of oceanic architectures has been rising high by new social requirements as well as other constructions, and the like. Consequently, architecutural characteristics and structural effectiveness of them should be reevaluated accordingly. Objects of this study are four architectures located in the shallow area of sea around Kyushu Region,namely Marizon, Genkai Sea Hot Spring Palea, Marine Aquarium Sea Doughnut, and Akasaki Elementary School. Their functions, structures, setting forms, then conditions for situating buidings, processes of construction at sea, and challenges after construction had been clarified by our literature survey, the hearing investigation and the field research. Our results are as following. Functionally, each above architectures has respective facilities to fully utlize regional marine resources and environment, etc.; Structurally, all of them had premeditated both the bad conditions of coastal environment and providing spaces for water activities. In terms of their construction processes at sea, factors blow had been carefully considered before being sited: limitations of local spatial scale, full utilization of local environmental conditions, measures against disadvantages of sites, the particularities of regional nature, environment, and society. In conclusion, our findings suggest that planning of the oceanic architecuture should combine the usage, the fuction, and the understructures well with its marine conditions.
5
Кушнір, К. В., І. М. Кравченко y Л. В. Щербакова. "ДИСТАНЦІЙНА ФОРМА НАВЧАННЯ СТУДЕНТІВ ЗВО В СУЧАСНИХ УМОВАХ МИСТЕЦЬКОЇ ОСВІТИ В ПЕРІОД ПАНДЕМІЇ". En Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7353.
Texto completoResumen
The article highlights the current state of distance education, considers its advantages and disadvantages, and analyzes the main factors that inhibit the introduction of full-fledged distance learning of art education during the pandemic. The main problems faced by university teachers in organizing distance learning are clarified. Prospects for the introduction of distance education in the Free Economic Zone of Ukraine have been studied. The main role in the implementation of distance learning is played by modern computer technologies, which in combination with the latest educational media technologies become effective means of developing professional and critical thinking of students. Right now, society is more interested than ever in informatization and computerization of all spheres of activity, including art. Therefore, the computer is an indispensable assistant to teachers and students in mastering information flows, modeling and illustrating processes, phenomena, objects and events. High-quality mastery of music and computer technology, orients the future art teacher to the school of tomorrow and gives him a certain "margin of advance" for highly professional activities. The article considers the ways of application of innovative and music-computer technologies in the study of art disciplines, as well as the forms of their implementation, which are aimed at improving the quality of training of future professionals. The main priorities for the development of modern art education in Ukraine and the prospects of distance learning for the higher education system of Ukraine during the pandemic are identified.
6
Radulescu, Ionrazvan, Zoran Stjepanovic, Petra Dufkova, Luis Almeida, Carmen Ghituleasa y Mirela Blaga. "NEW ADVANCES IN TEXTILE'S E-LEARNING". En eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-259.
Texto completoResumen
Authors: Ion Razvan Radulescu, Zoran Stjepanovic, Petra Dufkova, Luis Almeida, Dorin Dan Abstract: E-learning instruments in the textile field are of great relevance: textile technologies are in a continuously modernization process and their knowledge aims to promote the development of the companies. The specialists in textiles, the high school students and the young entrepreneurs are able to implement the updated knowledge by being involved in a Vocational Education and Training (VET) process. Hence, key research providers in textiles have joined with the purpose of providing modern knowledge for the world of work. These objectives have been met within the Erasmus Plus - Advan2Tex project "E-learning course for the specialists in the textile field" (2014-2016). The e-learning course envisaged is based on an e-learning platform containing 7 modules in the field of innovative textiles: "Advanced Knitting Technologies", "Virtual prototyping of garments, 3D scanning, clothing for people with special needs", "New method for testing textile materials", "Standardization of textile testing" and "New sustainable textile technologies, LCA, Eco-labelling", "Entrepreneurship" and "Innovation management". Five European research providers have joined within the project's partnership and have elaborated the 7 modules in all the national languages as well as in English. The represented countries are: Czech Republic (TZU), Portugal (University Minho), Romania (INCDTP and UT Iasi) and Slovenia (University Maribor). These 7 modules in 5 languages have been uploaded as book resources on a Moodle e-learning platform. The content was divided in chapters and subchapters, while the images and pictures have been uploaded separately. Each module is followed by a set of multiple choice questions. The multiple choice tests have been transformed in GIFT format for a centralized upload. An online conference room has been configured for questions and answers between tutors and trainees. Nevertheless, synchronous (chat) and asynchronous (forum) communication instruments have been also implemented on the platform. The trainees have been organized in cohorts , which were assigned to the courses categories on the project's languages. The configured and implemented platform is available at the URL address: www.advan2tex.eu/portal/ .