Literatura académica sobre el tema "Roger Bacon High School"
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Artículos de revistas sobre el tema "Roger Bacon High School"
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Thomas, Margaret. "Roger Bacon and Martin Joos". Historiographia Linguistica 29, n.º 3 (31 de diciembre de 2002): 339–78. http://dx.doi.org/10.1075/hl.29.3.05tho.
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Summary Expositions of the history of western linguistics, especially those designed for a novice readership, often refer to a passage from the writings of the twelfth-century scholar Roger Bacon. That passage is conventionally interpreted as an assertion of the existence of universal grammar, framed in the terms of early medieval language science. Among generative grammarians, the text from Bacon has been construed as evidence for the longevity of a concept which Chomskyan linguistics now reformulates in modern guise. Generativists also sometimes cite another passage, in this case taken from a 1957 text by the American descriptivist Martin Joos. The quotation from Joos performs an inverse function compared to that from Bacon, in that it is taken to epitomize the anti-universalism of early twentieth-century descriptivism. As such, Joos’ words are employed to distinguish generative grammar from the intellectual context of the immediately preceding school of linguistics. There are reasons to doubt the historical accuracy of the conventional readings of both these passages. This article re-opens the question of what Bacon meant and what Joos meant, then examines how their words have been incorporated into recent generative literature. As a case study in the historical orientation of modern linguistics, I find generative theory to be less interested in understanding other cultures’ ideas about language than in using historical material to advance its own self-representation. Is this a legitimate use of the past?
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Barnes, Sue y Karen Dee Michalowicz. "Now & Then: Roger Whitmore, Police Officer". Mathematics Teaching in the Middle School 1, n.º 4 (enero de 1995): 290–95. http://dx.doi.org/10.5951/mtms.1.4.0290.
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Now… roger whitmore is an arkansas state highway patrolman for Sevier County. Only one other trooper is assigned to the county, so Roger and his coworker, Phillip Glasgow, must share a rotating-duty schedule. Roger began his career in law enforcement after he graduated from high school by becoming a patrolman for Ashdown, a small town in southwest Arkansas where he grew up. Roger decided on a career in law enforcement because he wanted to help people and he found that the everyday job of a police officer is serving people.
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Newman, William R. "Mercury and Sulphur among the High Medieval Alchemists: From Rāzī and Avicenna to Albertus Magnus and Pseudo-Roger Bacon". Ambix 61, n.º 4 (27 de octubre de 2014): 327–44. http://dx.doi.org/10.1179/1745823414y.0000000004.
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Newman, William R. "Mercury and Sulphur among the High Medieval Alchemists: From Rāzī and Avicenna to Albertus Magnus and Pseudo-Roger Bacon". Ambix 62, n.º 1 (24 de enero de 2015): 107. http://dx.doi.org/10.1179/0002698014z.00000000074.
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Septianingrum, Nur Aeni, Arista Kiswantoro y Susilo Rahardjo. "Mengatasi Rendahnya Disiplin Belajar Siswa Dalam Pembelajaran Daring Pada Masa Pandemi Covid-19 Melalui Konseling Behavioristik Teknik Self Management". Jurnal Muria Research Guidance and Counseling (MRGC) 1, n.º 1 (29 de agosto de 2022): 1–17. http://dx.doi.org/10.24176/mrgc.v1i1.8602.
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The aims of this study are: 1. To describe the causes of lack of self-discipline in online learning during the COVID-19 pandemic by PGRI 2 Kayen High School students, 2. To overcome the low self-discipline of students in online learning during the COVID-19 pandemic with technical behavioristic counseling. self-management.The type of research used is a case study of guidance and counseling. The subjects studied in class XI IPA 5 were two students who had low learning discipline behavior in online learning. Data collection methods used are methods: observation, interviews, and documentation. Data analysis used bacon system induction analysis.The results of the research there are two factors: 1) Internal factors, students do not have interest, feel lazy, lack motivation, 2) external factors, from outside students lack parental attention and encouragement. After conducting behavioristic counseling with self-management techniques, the counselee can show a change in more disciplined learning in online learning.
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Anwar, Muhammad Javaid, Basri Sattar y Muhammad Naveed Anwar. "Art of Characterization in “Thank You, Ma'am” by Langston Hughes". IJOHMN (International Journal online of Humanities) 5, n.º 1 (14 de febrero de 2019): 10. http://dx.doi.org/10.24113/ijohmn.v5i1.82.
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Langston Hughes was an American artist, writer, and dramatist whose African-American subjects made him an essential supporter of the Harlem Renaissance of the 1920s. Langston Hughes was conceived on February 1, 1902, in Joplin, Missouri. He distributed his first lyric in 1921. He went to Columbia University, yet left following one year to travel. He proceeded to compose incalculable works of verse, writing and plays, and in addition a prominent section for the Chicago Defender. He passed away from this world on May 22, 1967. (Editors, 2014) When you were younger, has anyone treated you good or bad according to your behavior? Or do you remember any incident of your life in which you made a mistake and someone offered you a chance for changing your life? Langston Hughes' short story, “Thank You, Ma'am”, distributed in 1958, catches the two circumstances. Langston Hughes was a vital and productive essayist amid the Harlem Renaissance of the mid twentieth century. He expounded on African-American life and experience. Much thanks to You Ma'am is about what happens when a high school kid and a more seasoned working lady crash on a Harlem road. There are three major topics present in “Thank You, Ma'am”: Forgiveness and Empathy, the Power of Love and Trust, and Christian Charity. At the point when Roger first grabs the handbag of Mrs. Luella Bates Washington Jones, she wrestles him and hauls him to her outfitted room at the back of a house. The peak of the story is when Roger does not leave.
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Utami, Indah Wahyu Puji y Aditya Nugroho Widiadi. "WACANA BHINEKA TUNGGAL IKA DALAM BUKU TEKS SEJARAH". Paramita: Historical Studies Journal 26, n.º 1 (20 de febrero de 2016): 106. http://dx.doi.org/10.15294/paramita.v26i1.5150.
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<p class="04Abstrak">Textbook is one of learning sources used in history learning in school. History learning has function to preserve collective memories and necessary values, such as Bhineka Tunggal Ika. This research aims to reveal depiction and representation of Bhineka Tunggal Ika value in history textbooks. It is qualitative research using critical discourse analysis, particularly representative analysis model by Roger Fowler. Data sources in the research are the senior high school textbooks based on 2006 curriculum which can be downloaded at bse.kemdikbud.go.id. website. Method of collecting data is conducted by documentation technique. The validity of discourse analysis refers to Ibnu Hamad’s opinion, namely holistic, historical situatedness, and theory. Next, analysis is conducted using critical discourse analysis by Fairclough namely description, interpretation and explanation. The result of research shows that Bhineka Tunggal Ika is represented in various themes such as assimilation/acculturation/ syncretism, differences/diversity/plurality/complexity/multicultural, distinction/discrimination and unity. Bhineka Tunggal Ika should be understand as both a result and continuous process.</p><p> </p><p class="04Abstrak">Buku teks merupakan salah satu sumber belajar yang digunakan dalam pembelajaran sejarah di sekolah. Pembelajaran sejarah berfungsi untuk melestarikan memori kolektif dan nilai-nilai yang dianggap penting, salah satunya Bhineka Tunggal Ika. Penelitian ini bertujuan untuk untuk mengungkap penggambaran dan representasi nilai Bhineka Tunggal Ika dalam buku teks sejarah. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode analisis wacana kritis, terutama analisis representasi model Roger Fowler. Sumber data pada penelitian ini adalah buku teks sejarah SMA berdasarkan kurikulum 2006 yang dapat diunduh pada laman bse.kemdikbud.go.id. Pengumpulan data dilakukan dengan teknik dokumentasi.Validitas analisis wacana mengacu pada pendapat Ibnu Hamad, yaitu holistic, historical situatedness, dan teori.Selanjutnya analisis dilakukan dengan menggunakan model analisis wacana kritis Fairclough yaitu deskripsi, interpretasi, dan eksplanasi. Hasil penelitian menunjukkan bahwa Bhineka Tunggal Ika direpresentasikan dalam berbagai tema seperti pembauran/akulturasi/sinkretisme, perbedaan/ keragaman/ pluralitas/ kemajemukan/ multikultural, pembedaan/diskriminasi serta persatuan dan kesatuan. Bhineka Tunggal Ika perlu dipahami sebagai hasil maupun proses yang terus berlanjut.</p><p> </p>
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Filasari, Rica. "Wacana Penguatan Pendidikan Karakter dalam Buku Teks Sejarah Indonesia". Jurnal Pendidikan Sejarah 9, n.º 2 (2 de diciembre de 2020): 90–109. http://dx.doi.org/10.21009/jps.092.01.
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Textbooks are one of the sources used in history learning in class and have an important meaning in Strengthening Character Education (PPK). Although there are doubts about the extent to which the integration of the value of PPK in writing Indonesian History textbooks is because the textbooks were born earlier than PPK. This study aims to describe the PPK discourse in the Indonesian History textbook 2013 Curriculum of Senior High Schools (SMA). The research approach used is a qualitative type of critical discourse analysis model Roger Fowler et al. The main data source is in the revised edition of the High School Indonesia History textbook 2013. The research data was collected by means of documentation. While the data are analyzed with two levels, namely the micro-level which takes into account the composition of words and sentences in the text, and the macro-level that links with the history books and the value of character education. Data checking is carried out holistically, historically situated, and theoretically by observing PPK in Indonesian History textbooks. The results of this study present nationalism as the theme of character values that most often appears in Indonesian History textbooks, followed by values of independence, religion, integrity, and mutual cooperation. The discourse of nationalism is very dominant in almost every textbook, especially narratives about the spirit of nationalism in the process of nation and state formation.
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Pérez-Jiménez, Paul. "Cooperative Learning A Current Snapshot: Before, During and After Implementation". Comparative Professional Pedagogy 8, n.º 1 (1 de marzo de 2018): 62–68. http://dx.doi.org/10.2478/rpp-2018-0008.
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AbstractCooperative Learning’s (CL) implementation has received an incredible amount of research attention from academics held in high esteem. However, the researcher claims that it is up to every new generation of educators to formulate their conclusions regarding CL’s effectiveness in a contemporary classroom. Although the author begins by situating CL as a pedagogical tool that goes back nearly fifty years and insinuates a progression in use, he also claims CL should not only be compared to itself for scrutiny but it should be compared with the current generation’s academic needs. Later Baby Boomers that graduated high school in the 1980’s experienced a radically different academia than Generation X, Y, or Gen Z’ers, consequently a valid comparative analysis must see CL through present day lens. The author further claims, with the exception of references to CL’s beginnings, the date parameter for findings are limited to the last fifteen months which includes all of 2017 and half of 2016. The document continues by contextualizing CL’s precursors along with its distinctive historical genesis. Furthermore, the objective of this paper is not only to take a snapshot of the current CL literature based on the iconic five elements of CL formulated by David W. Johnson, Roger T. Johnson, and Edythe Johnson Holubec (1989), but to also provide a litmus test on the current relevancy of CL in thepost-millennial age.The author claims his theoretical framework centers on several factors composed of cognitive, behavioral, and social interdependence. The conclusions are based on three tendencies or categories in the literature that point to a) pre-implementation, b) implementation and c) post-implementation. These three tendencies are also described as the rationalization for implementation, context of the implementation, and the effects of CL’s outcomes. Furthermore, the results chronical the importance of CL in maintaining a student’s social presence in light of current social or anti-social trends.
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Walton, Chris. "Composer in Interview: Edward Rushton – an Englishman in Switzerland". Tempo, n.º 218 (octubre de 2001): 7–10. http://dx.doi.org/10.1017/s0040298200008639.
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A time there was when it was de rigueur for the self-respecting English composer to sample the life and art of our Germanic neighbours. A little time in the Land der Musik, it seemed, might help them make their own a little less ohne. Elgar supped at the springs in the Bavarian Highlands; Sullivan, Stanford and others in the Leipzig low-lands. It remains perplexing to the German mind that a reference to the ‘Frankfurt School’ in conversation with an Englishman can elicit praise for Percy Grainger, Roger Quilter and Co., but not a word about Adorno. Even Britten would have studied with Alban Berg, had the RCM not declared him ‘immoral’, thus forcing Ben to seek out immorality closer to home. To be sure, the rise of National Socialism reversed the tide for a while (the present writer is typical of his generation in that he owes the quality of his musical education to German-Jewish émigrés). But Gemiania proves today as seductive as ever to the English. Thanks to better pay and employment prospects, our finest graduates are regularly lured across the water to join their countrymen in maintaining the high standards of provincial German opera houses and orchestras. Our composers might on the whole be not as popular; but mentioning the name of Brian Ferneyhough still elicits the same mixture of awe, reverence and enthusiasm in German conservatories and radio studios as would a reference to the Pope in Cracow or to David Beckham at Old Trafford.
Capítulos de libros sobre el tema "Roger Bacon High School"
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Panti, Cecilia. "9. The Theological Use of Science at the Oxford Franciscan School : Thomas Docking, Roger Bacon, and Robert Grosseteste’s Works". En The Franciscan Order in the Medieval English, editado por Michael Robson y Patrick Zutshi, 181–210. Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.1515/9789048537754-012.
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McCutchan, Ann. "Fred Lerdahl". En The Muse that Sings, 107–14. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195127072.003.0011.
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Abstract Fred Lerdahl grew up in Wisconsin, learned the piano as a child, and played the oboe in his high school band and orchestra. He studied composition with James Ming at Lawrence University, Earl Kim at Princeton, and Arthur Berger and Roger Sessions at Tanglewood. He has been commissioned by the Spoleto Festival, the Orpheus Chamber Orchestra, the Chamber Music Society of Lincoln Center, and others. His works have been performed by the New York Philharmonic, the Pittsburgh Symphony, the San Francisco Symphony, the Boston Symphony Chamber Players, and the Juilliard Quartet.
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McCutchan, Ann. "James Mobberley". En The Muse that Sings, 180–90. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195127072.003.0019.
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Abstract James Mobberley grew up in central Pennsylvania and spent his high school and college years in North Carolina. He credits his elementary school music teacher with instilling in him a great love of music. As a Child he took up the clarinet, then taught himself the guitar at age fourteen and, as he puts it,”hooked up with some other novice rockers in high school and college and nursed a band for seven years-all original stuff, mostly wacky songs about aliens and fast food and the Ayatollah Khomeini:’ Mobberley earned a bachelor’s degree in guitar and a master’s degree in composition at the University of North Carolina at Chapel Hill, and a doctorate at the Cleveland Institute. His teachers were Roger Hannay, Donald Erb, and Eugene O’Brien. His work, which often combines electronic and computer elements with live performance, spans many media, including film, video, theater, and dance. He has been commissioned by the St. Louis Symphony Chamber Series, the Nelson-Atkins Museum of Art, and the Cleveland Museum of Art, as well as individual performers. A CD of his orchestra music is in preparation for release in 2001.
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Freeman, John M. y Kevin Mcdonnell. "Marti Revisited". En Tough Decisions, 87–92. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195090413.003.0009.
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Abstract “Since we did so well with discussions about Tom last week,” you say, “shall we try to make some plans for Marti? Let me brief Mrs. Dow who is attending our patient care conference today representing the State’s Crippled Children’s Agency. “Marti, as most of you know [from reading Chapter 8, “Joey, Jessica, Roger, Tom and Marti”], is an unfortunate 14-year-old girl whose spinal cord was transected at the C2 level in an automobile accident. She is totally and permanently paralyzed from the neck down and can’t even breathe for herself. Her mind is intact; she was, intellectually and athletically, one of the top students in her first-year high school class. It’s very sad. She says she wants to be dead. It’s been more than three months since the accident, so nothing physical is likely to change.
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Harris, Paul William. "The Deputation to India". En Nothing But Christ, 133–52. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195131727.003.0009.
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Abstract Leonard Bacon called it ‘‘the coup d’e´tat of 1854.’’ That year, the Prudential Committee of the A.B.C.F.M. delegated Rufus Anderson and the Reverend Augustus Thompson, a committee member and Anderson’s pastor at the Eliot Church in Roxbury, to visit the board’s missions in India and Sri Lanka. They hoped that in face-to-face meetings with the missionaries, Anderson and Thompson could resolve a number of thorny issues, the most pressing of which involved educational policy. That same year, the British government launched a major initiative to furnish grants in aid to missionary schools that offered advanced instruction in English. Their action gave added impetus to educational policies that were already two decades old, and missionaries who were feeling pressured by a growing demand for English-language instruction now rushed to take advantage of governmental largesse. A request from the Bombay Mission to open such an English high school provided the immediate occasion for sending the American Board deputation.
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Segal, Sheldon J. y Luigi Mastroianni. "Should aging men use nonprescription androgens?" En Hormone Use in Menopause & Male Andropause, 115–20. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195159745.003.0018.
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Abstract Barry Bonds wiped out Mark McGwire’s home run record just three years after it was set. Muscle Builder magazine would be thrilled to have either one of them on its cover. Spindle-legged and paunchy Babe Ruth reigned as Sultan of Swat for 34 years before lanky Roger Maris unseated him in 1961. The Maris record held for 37 years. When Bonds was heading toward his record 73 home runs, a baseball league official, concerned about the possible use of steroids by players to build greater muscle mass, is quoted as saying, “Look at these guys. Look at their arms, their upper bodies, their thighs. All of a sudden they’re huge. You can’t do that in the gym.” After Bonds started the next season with four homers in the first two games, his team trainer said, “They all take vitamin supplements. Barry does that, uses protein drinks, over-the-counter stuff.” By the end of the season the players union had agreed to random testing for steroids, and a noted sports orthopedist, James Andrews, was quoted as saying that the bulking up and the increased injuries in baseball are attributable to steroids and supplements. Professional athletes don’t like to talk about steroid use, so we are left to speculate. The quantity of nonprescription steroids purchased by professional and amateur athletes, including high school athletes, is mind boggling. One study put the annual dollar amount at $800 million. That’s four times as much as the total spent on all prescription androgens combined.