Bibliografías temáticas / Walla Walla Public School

Literatura académica sobre el tema "Walla Walla Public School"

Autor: Grafiati

Publicado: 26 de julio de 2024

Última modificación: 27 de julio de 2024

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Artículos de revistas sobre el tema "Walla Walla Public School"

Dent, Jonathan. "Civic Capacity and Community Response to Government Action: The Endangered Species Act and State Water Law in the Methow and Walla Walla Basins in the Pacific Northwest". International Journal of Public Administration 31, n.º 3 (febrero de 2008): 262–76. http://dx.doi.org/10.1080/01900690701590439.

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Davis, Jessica. "Beyond School Walls: Challenges to Collaborations between Public Schools and Community Arts Centers". Arts Education Policy Review 95, n.º 5 (junio de 1994): 12–14. http://dx.doi.org/10.1080/10632913.1994.9936382.

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Alshech, Eli. "The Doctrine of al-Walla’ wal-Bara’ in the Salafi-Jihadi Perspective: Flexibility within Rigidity". Journal for Interdisciplinary Middle Eastern Studies 7, n.º 1 (2021): 35–61. http://dx.doi.org/10.26351/jimes/7-1/7.

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Salafi-jihadi scholars typically take conservative positions on matters relating to the doctrine of al-wala’ wa’l-bara’. Often, their stances are more restrictive than those of non-militant Salafi scholars (known in the academic literature as Taqlidis). However, an analysis of their responses to questions pertaining to the doctrine of al-wala’ wa’l-bara’ indicates that, under certain circumstances, the Salafi-jihadi scholars exercise an interpretive flexibility that results in more flexible edicts. In general, it appears that in matters with political and/or public implications (such as declaring takfir on a political leader, declaring jihad against apostates, and representing an apostate ruler), the Salafi-jihadis will often express opinions that are inflexible and restrictive. When the matter at hand pertains to personal life, however, even in the case of the doctrine of al-wala’ wa’l-bara’, Salafi-jihadis often express opinions that are surprisingly flexible. The detailed explanations that appear in Salafi-jihadi responses indicate that Salafi-jihadi scholars understand the complexity faced by Muslims who live in non-Muslim societies and states and who face uncertainty as to application of the doctrine of al-wala’ wa’l-bara’ to their day-to-day lives. Accordingly, when responding to practical questions about how such Muslims may function within close personal relationships and/or work environments shared with non-Muslims, Salafi-jihadi scholars tread carefully and attempt to provide creative solutions. In so doing, they skirt the edges of doctrinal interpretation.

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Epanchin, Betty C. y Karen Colucci. "The Professional Development School Without Walls". Remedial and Special Education 23, n.º 6 (noviembre de 2002): 350–59. http://dx.doi.org/10.1177/07419325020230060501.

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Asim, Salman. "The Public School System in Sindh: Empirical Insights". LAHORE JOURNAL OF ECONOMICS 18, Special Edition (1 de septiembre de 2013): 49–66. http://dx.doi.org/10.35536/lje.2013.v18.isp.a3.

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This paper presents descriptive statistics on the government school education system in Sindh. The data are obtained from the latest administrative annual school census in Sindh (2011/12). The province’s schooling system comprises 48,932 schools of which 47,000 are primary, middle, and elementary schools, giving Sindh one of the densest public schooling systems in the world with almost 1.8 schools for every 1,000 people in rural Sindh. The functional schooling capacity, however, is low, with less than 15 percent of these schools having at least two teachers and access to basic facilities such as toilets, drinking water, electricity, and boundary walls. Against this backdrop, we examine key trends in education outcomes using the Pakistan Living Standards and Measurement surveys for 2004/05 and 2010/11. We find that the net enrollment rates (NERs) at primary, middle, and secondary level in Sindh stagnated, at best, during 2007–11 after a sharp increase registered in 2006; this trend is similar to that of the rest of Pakistan. Gains in NER vary significantly across districts with some performing exceptionally better than others. Finally, we cross-validate these statistics using independent household- and school-level census data on 300 communities, collected as part of an ongoing impact evaluation study in three districts of rural Sindh.

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Irira, Grace y Mussa S. Muneja, ThD. "Prevalence of School Based Bullying among Monduli District Public Secondary Schools, Tanzania". EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 3, n.º 5 (29 de octubre de 2022): 125–29. http://dx.doi.org/10.46606/eajess2022v03i05.0226.

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The study aimed to analyze the prevalence rate of School Based Bullying. The study was done at Monduli District Public Secondary Schools, in Tanzania and it used descriptive survey design which falls in a quantitative research approach. A standardized closed-ended questionnaire was used in data collection from students of the schools. The population of the study was 121 representing respondents from each Public School in Monduli District. The study applied systematic sampling to identify students for the study. Data were analyzed using descriptive statistics by employing mean, frequencies and percentages. The findings showed that various forms of bullying took place in schools under investigation including stealing other learners’ property, beating, tarnishing others’ image by drawing on building walls, spreading disinformation, excluding others, taunting others and bad nicknaming. The study recommends that in order to lower the prevalence rate of bullying in schools, the ministry of education ought to provide a clearer guidance at school-level on dealing with school violence and particularly bullying behaviors. Measures taken against bullying would include anonymous reporting mechanism and corresponding stricter punitive consequences. The study further recommends that the government should provide continuous capacity building workshops with teachers on how to deal with and eradicate bullying behaviors in schools.

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Mangila, Benjamin Baguio. "WHEN WALLS BECOME SILENT BATTLEGROUNDS: DECIPHERING COLLEGE STUDENTS’ GRAFFITI WRITINGS ON SCHOOL CAMPUS WALLS". International Journal of Asia Pacific Studies 19, n.º 1 (18 de enero de 2023): 51–70. http://dx.doi.org/10.21315/ijaps2023.19.1.3.

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Although graffiti has become a significant cultural and linguistic phenomenon and has been studied throughout history, there is still room for the exploration of how graffiti in different contexts, particularly in a higher education institution, serves to voice the anonymous student writers’ thoughts and feelings. Thus, this study examines the common themes and the lexical and syntactic features of college students’ graffiti writings on the walls of a state college in Zamboanga del Sur, Mindanao, Philippines. Employing thematic analysis, this study reveals that students’ graffiti writings contain a variety of themes such as love, discrimination, self and group identities, hatred, sex, faith and religion, management, education, and fanaticism, with love and discrimination as the most prevailing social themes. Students’ graffiti writings also exemplify distinct lexical features such as loan and swear words, taboo words/expressions, abbreviations, ironies, acronyms, repetitions, and compound words. Borrowings and using offensive or swear words are the most common lexical features found among these graffiti writings. In addition, students often use brief or terse statements to clearly express their thoughts and feelings to the public. Indeed, graffiti writings are a distinctive and silent way of communication, particularly for students who are in the marginalised section of any society.

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Gallardo, Vanessa Baldin y Benamy Turkienicz. "Converting the Schoolyard Into a Learning Space: A Strategy for Public Education". Space and Culture 23, n.º 4 (9 de abril de 2018): 444–61. http://dx.doi.org/10.1177/1206331218767057.

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Technology and globalization have shaped the generation of students in the 21st century. However, actions to configure school space remain stuck in 20th century standards. This article describes a study that contributes with strategies of innovative pedagogies by exploring the use of available spaces in Brazilian public schools. The study involved teaching and learning school curricular subjects in the schoolyard through physical interventions that were designed using playground equipment. Despite the absence of spatial boundaries, usually made by walls in seminar rooms, the interventions polarized the distribution of students in the courtyard with no loss of pedagogical control. An implicit hierarchy was established in the relationship between teacher and students, since the teacher’s position did not differ spatially from the student’s position, offering freedom for interaction.

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Hornink, Gabriel Gerber y Maurício Compiani. "Reflections of online mediations in the process of continuing teacher training focusing on local environmental problems". ETD - Educação Temática Digital 19, n.º 4 (6 de octubre de 2017): 773. http://dx.doi.org/10.20396/etd.v19i4.8646285.

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The city walls go beyond their physical aspect towards the perception that invisible walls divide society and generate significant impacts. This theme was part of the fieldwork for high school students from public schools in Campinas-SP (Brazil) in the context of the Anhumas River in the School Project (ARS). The fieldwork Walls was developed by a multidisciplinary group of teachers through face-to-face meetings and online activities in the TelEduc learning virtual environment. This work focuses on how online mediation with face-to-face interaction allowed the construction of the fieldwork, making participants think critically about social and spatial organization. To analyze this process, the mediated action theory was used, admitting “agents-acting-with-cultural-tools” and statements as units of analysis. A method was developed to analyze the online forum and its relations, together with other TelEduc data and interviews. The results indicate a strong relationship between online and face-to-face discussions, although at an early stage of the use of digital technology, highlighting the possibility of an independent access schedule. The analysis of semantic flows in the forums indicated the route for the construction of the concept of walls, starting with concrete / physical walls and proceeding to the abstract and the consequences for the use and occupation of space. The enhancement of the work was expected from the use of digital technologies, which actually happened, though culturally there remains a difficulty in online collaborative work, which highlights the use of email regarding the diversity of tools, requiring a deeper process of digital enculturation.

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Rathey, Danielle A. "Crumbling Walls, Peeling Paint, and High Achievement Orientation: Alternative Facts or Truth?" Education and Urban Society 53, n.º 1 (20 de abril de 2020): 3–22. http://dx.doi.org/10.1177/0013124519894977.

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This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement oriented. These assertions are upheld by citing attendance rates, graduation rates, and achievement data. This research article demonstrates that a sample of students in a low performing district has similarly aligned attitudes and self-reported behaviors related to achievement and success as a neighboring affluent district. Differences appear when students reflect upon safety and resources. This article demonstrates that public education works when the right resources are in place; so why push minorities out of their neighborhood schools toward charters and magnets rather than bolster and make equitable the existing system?

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Tesis sobre el tema "Walla Walla Public School"

SHU, CHEN-HSUAN y 蘇宸萱. "Public Art and Maker Education in Elementary Schools Using "Children's Hearts and Cohesion" Vision Wall of Chiayi Sing Chia Elementary School as an Example". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fnk6me.

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碩士
南華大學
建築與景觀學系
107
In addition to displaying the school's characteristics and visual aesthetics, school public art with an educational significance can be an inspiring form of school children's artistic creation. Since the school is a place where teachers and students engage in daily living and learning, school public art not only beautifies the campus, but also shoulders the heavy responsibility of art education (Wang Yu-Ling, 2005). the Maker Movement enthusiastically discussed in recent years, after the integration of art and education courses, has implemented the spirit of art and down rooting humanity and culture on campus, thereby enhancing the learning effectiveness of Maker Education. With an emphasis on ideas generated from hands-on implementation, solutions to problems can be further explored to achieve dreams. Maker education that starts from the campus and the choice of media for practical teaching have a profound interactive influence on school public art and children's learning applications and knowledge experience. 　　This paper explored Chiayi Sing Chia Elementary School's "Children's Hearts and Cohesion Vision Wall" ceramic wall engineering, from the original intention of the design, the choice of subject matter, the environmental space, the production and kilning of ceramic plates, the participation of over 470 fifth and sixth grade teachers and students, to the collage of pieces and the presentation of the completed ceramic wall. Based on the ceramic wall engineering in this study, from the actual participation, interviews, the exploration of the relationship between the school environment and public art, to the practical research during the maker education process, the conclusions and reports in this study were proposed. 1.The decoration of school public art can elevate children's cognition and experiences of art multiple curriculums. 2.The public art integrated into school can broaden children's learning horizons and becomes the significant and effective teaching examples. 3.The courses of Maker Education can lead children to experience the education of Art and Humanities courses and inspire children's abilities of thinking, creation and appreciation. 4.The Maker Education expands the art creation. The presentation of practical public art which is by the process of hand-made with creation is implied meaning of the new aesthetics in daily life and visual enjoyment. 5.The learning of school public art and Maker Education connecting children's life with the understanding and practical of knowledge can reflect the children's inner world and concern of environment. Besides, it also cultivates children to experience the abilities of exploration, problem-discovering and problem-solving and fulfills them. 　　According to the conclusions, I expect the result can offer reference resources to schools, education institutions and other institutions trying to integrate different kinds of art viewpoints into educational curriculums,thus reflecting the profound influence of school public art participation and learning on innovative education.

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Libros sobre el tema "Walla Walla Public School"

School, Walla Walla Public. Walla Walla Public School centenary 1885-1985. Walla Walla, N.S.W: Walla Walla Public School, 1985.

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Andrew, Clements. Double Trouble in Walla Walla. The Millbrook Press: Brookfield, Connecticut, 1997.

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Soofi, Mayank Austen. The Delhi walla hangouts. Noida: Collins, 2010.

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Jost, Kenneth. Religion in schools: Should the wall between church and state be lowered? Washington, D.C: Congressional Quarterly, Inc., 1994.

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Texas School Performance Review (Agency). A report from the Texas School Performance Review: Wall Independent School District. Austin, Tex. (P.O. Box 13528, Austin 78711-3528): Texas School Performance Review, Texas Comptroller of Public Accounts, 2001.

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(Agency), Texas School Performance Review. A report from the Texas School Performance Review: Kerrville Independent School District. Austin, Tex: The Review, Texas Comptroller, 2002.

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(Agency), Texas School Performance Review. A report from the Texas School Performance Review: Lasara Independent School District. Austin, Tex. (P.O. Box 13528, Austin, 78711-3528): Texas School Performance Review, Texas Comptroller of Public Accounts, 2002.

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(Agency), Texas School Performance Review. A report from the Texas School Performance Review: Ingram Independent School District. Austin, Tex: The Review, Texas Comptroller, 2002.

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(Agency), Texas School Performance Review. A report from the Texas School Performance Review: Laredo Independent School District. Austin, Tex: Texas School Performance Review, Texas Comptroller of Public Accounts, 2002.

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Texas School Performance Review (Agency). A report from the Texas School Performance Review: Donna Independent School District. Austin, Tex: The Review, Texas Comptroller, 2002.

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Capítulos de libros sobre el tema "Walla Walla Public School"

Malinowski, David, Hiram H. Maxim y Sébastien Dubreil. "Introduction: Spatializing Language Studies in the Linguistic Landscape". En Educational Linguistics, 1–17. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_1.

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AbstractAs the assemblage of visible, audible, and otherwise textualized languages of public space, the linguistic landscape forms a rich context for understanding how material and environmental affordances affect language learning, and how language teachers can bring their L2 curricula to life. Whether it is within the four walls of a school, in a nearby neighborhood, or in virtual telecollaborative environments, the chapters of this volume illustrate how such diverse configurations of space lend themselves to language and literacy learning, while also contributing to learners’ critical cultural and historical awareness. Before inviting the reader to the volume’s nine chapters, this introduction outlines the history and significance of “space” in language teaching and learning research, a topic of significant interest and innovation in L2 education today. It then offers a framework for the spatialization of language teaching, that is, a pedagogy that is linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged. Whether one endeavors to teach in a traditional classroom, or immersed in the sights and sounds of outdoor spaces, or even from one's desktop at home, language teaching with the linguistic landscape is evaluated for its potential to extend the human, symbolic, and critical dimensions of L2 learning.

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Tan, Oon Seng y Jallene Jia En Chua. "Singapore’s Endemic Approach to Education: Re-Envisioning Schools and Learning". En Schools and Society During the COVID-19 Pandemic, 193–210. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42671-1_10.

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AbstractThe COVID-19 pandemic continues to impact lives worldwide, long beyond its initial wave of infection and emergency responses. Alongside health concerns are impacts to education pertaining not just to learning loss but also to paradigm shifts and other social and psychological effects. These include long-term shifts to curriculum and pedagogy, disproportionate effects on vulnerable populations, and ripple effects on mental health and wellness. Policymakers are prompted to rethink perspectives in education to accommodate the aftermath of the pandemic. This chapter will address Singapore’s endemic approach to public health and education, a couple of years after the start of the pandemic. The nature of our chapter is to share the Singaporean experience, which represents an Asian perspective that is someone unique in its context. Singapore continues to draw from the principles of science and social responsibility, which were the bedrock of its effective response efforts in early pandemic times. This resulted in high vaccination rates and strong research and development efforts to cushion the impact of growing infection rates, allowing citizens to continue with their daily routines with as much normalcy as possible. In education, Singapore experienced two rounds of home-based learning for students in April 2020 (lasting 28 days) and May 2021 (lasting 9 days), in tandem with national lockdowns. In-person lessons resumed after each round of home-based learning, alongside growth in digital innovation in a ground-up manner, due to the autonomy afforded to schools by ministry leadership. This helped optimize learning in the increasingly digital environment where blended learning models became commonplace. On the other hand, prominent issues related to inequity and mental health became forefront concerns and areas of development. Our chapter will discuss how educational policy will benefit from shifting priorities moving forward. We propose that an ecological perspective will be advantageous for the education sector, helping us to understand education and learning beyond school walls. We conclude the chapter by discussing future challenges and insecurities that Singapore will have to overcome.

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Freeman, Jim. "The Squandered Brilliance of Our Disposable Youth". En Rich Thanks to Racism, 35–109. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755132.003.0003.

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This chapter addresses the education inequities in the United States, and distinguishes between “public schools” and “charter schools.” Though the chapter recognizes that this is itself controversial, and charter schools have taken to referring themselves as public schools, for the sake of clarity it is important to be able to distinguish between the two. While the charter schools' efforts have been primarily directed at Black and Brown communities thus far, the chapter unveils the school privatizers' ultimate targets, which are set much more broadly than that. It examines the impact of school privatization on public school systems and the harms caused by school privatization in communities of color. The chapter then takes a look at Corporate America and Wall Street, and analyses how they can always profit from new markets and expandable markets. Ultimately, it reveals how the ultra-wealthy maintain education inequities to ensure that there will be millions of poorly educated, low-skill individuals who are essentially forced to accept the low wages to survive.

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Webster, Crystal Lynn. "In School". En Beyond the Boundaries of Childhood, 90–113. University of North Carolina Press, 2021. http://dx.doi.org/10.5149/northcarolina/9781469663234.003.0005.

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Chapter 4 explores the nature of learning and the physical pursuit of education in northern schools. It examines the myriad ways in which African Americans confronted racial subjugation in Philadelphia, Boston, and New York through the educational activism of adults, and Black children’s efforts to gain admittance, travel to and from school, and combat mistreatment within the walls of the classroom. These educational experiences informed their relationship to notions of freedom and citizenship. By comparing Black children’s experiences to dominant discourse and debates over education and childhood, this chapter illustrates the relationship between the actions of African American children and national understandings of public education and childhood.

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"Cracks in the Wall? Initiating Actions Against Federal Policy". En Marketing Fear in America's Public Schools, 177–93. Routledge, 2005. http://dx.doi.org/10.4324/9781410611987-19.

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"KID Museum". En American Perspectives on Learning Communities and Opportunities in the Maker Movement, 1–20. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8310-3.ch001.

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Once a museum without walls, the KID museum is a place where everything is meant to be touched. KID offers unique, maker experiences for elementary and middle school-aged children that integrate hands-on science, technology, engineering, art, and mathematics (STEAM) learning with an exploration of world cultures and global citizenship. The museum has four focus areas or studios including woodworking, textiles, electronics, and a fabrication lab. KID Museum's current site at Davis Library in Bethesda, Maryland provides schools and the wider community with programs and workshops during the school day, on weekends, after-school, and in the summer. It is a first step toward the museum's vision of a larger, permanent home in Montgomery County, focused on empowering the next generation to invent the future with creativity and compassion. Programming in the space is designed, developed, and facilitated by KID Museum's educators. KID Museum's educational approach blends formal and informal learning by intersecting STEAM principles with hands-on learning. It also supports public and private school educators in their endeavors to lead quality maker learning experiences in the classroom. KID Museum has developed unique partnerships, including with Montgomery County Public Schools, the 18th largest system in the US, to meet the needs of underrepresented populations. With an eye to the future, KID Museum expects to leave the Davis Library and will open a new, larger, 50,000 to 60,000 square foot museum that will serve 250,000 visitors per year. However, situated in a well-to-do Bethesda, Maryland neighborhood, the museum is challenged with meeting the needs of underrepresented populations due to location and costs associated with running the space. This chapter explores KID Museum.

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Barron, Jessica M. y Rhys H. Williams. "City Outreach". En Urban Church Imagined. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479877669.003.0005.

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Although Downtown Church is still a fairly new congregation, it has developed two significant outreach ministries. The church sponsors a team in a community basketball league— made up of congregation members and some external “ringers” who are terrific players but not regular church members. And it sponsors a “before-school” support program at a public high school in a low-income, crime-ridden neighborhood in the city. Both of these programs are similar to efforts made by many congregations, but they also reveal how the church leadership struggles to handle issues of race and inequality beyond its own walls. Here, “racial utility” becomes apparent, as the pastoral leadership often uses black members to help it establish credibility, either with others in the city basketball league or with the public school system. At the same time, many of the church members involved with the programs recognize that even as they are being used for their race, they are in turn using the status of the white leadership to gain entrance into situations they might not have been able to achieve on their own.

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FARIAS PAIVA, FERNANDA, ADRIELE JANAINA AMORIM PEREIRA, ALESSANDRO SOUZA SILVA, GABRIEL LOURENÇO DE OLIVEIRA MACIEL, MARÍLIA MARTINS DOS SANTOS, THIAGO SIMPLÍCIO COSTA, VICTOR HUGO SILVA PINHEIRO, YURI OLIVEIRA SIQUEIRA, ALBA LÚCIA RIBEIRO RAITHY PEREIRA y PAULO ELIAS GOTARDELO AUDEBERT DELAGE. "A EDUCAÇÃO EM SAÚDE COMO FORMA DE PREVENÇÃO DE ENTEROPARASITOSES NO AMBIENTE ESCOLAR". En ESTUDOS MULTIDISCIPLINARES SOBRE SAÚDE DA CRIANÇA E DO ADOLESCENTE, 43–52. Editora Academic, 2023. http://dx.doi.org/10.58871/ed.academic.0004.v2.

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Objective: The focus was prevention of enteroparasitic diseases in the school scenario, having as target audience the students of the institution, since many children did not have adequate hygiene habits, transforming the school into a favorable environment for the transmission of infectious and parasitary diseases. Methodology: Descriptive study of the experience report type, based on the problematization methodology of the Maguerez Arch, which aims to describe the experience of nursing students during a health education action carried out in a public school, in periphery of Belém-PA. Results and Discussion: Among the results achieved, they learning about the main diseases that can be transmitted in the school environment, as well as the preventive measures that can be adopted in their daily lives. Final Considerations: It is concluded that the action achieved its objectives, as it stimulated the adoption of healthy habits by the students and allowed the undergrad students to contribute to the promotion of health beyond the walls of the university, as recommend on their professional formation highlighting the relevance of actions like this.

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Piotrow, Phyllis T., Omar A. Kahn, V. L. Benjamin y Salwa Khan. "Health Communication Program". En Web-Based Learning and Teaching Technologies, 272–81. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch017.

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The use of distance learning in higher education is not a new concept (Worlock, 1987). Old-fashioned correspondence courses served this purpose for many years, appealing to those who could not attend classes in an institutional setting. Radio learning programs have beamed lessons on mathematics, science and other subjects around the world. The Internet has brought a new dimension to this concept: distance learning now means the opportunity to mirror rather than merely supplement classroom experience (Taub, 1997). Distance learning options encompass a range of delivery options, both synchronous and asynchronous. The synchronous approach can include real-time interaction between course faculty and students, while asynchronous approaches rely more on downloading course slides, audio and video from a Web site, which may be supplemented by e-mail contact (Clark, 1999). In the current environment, it is increasingly common to find courses that mix synchronous and asynchronous modes of delivery. The virtual classroom can include real-time Web-based videoconferencing with teachers and students, Web pages with course slides and content to be reviewed by the user, and the more traditional e-mail and telephone exchanges (Clark, 1999). In addition, the synchronous modes such as videoconferencing are frequently backed up in an asynchronous format, usually as transcripts capable of being accessed by the user after the session has concluded. Along with modes of delivery, the expectations for Web-based learning have grown as well, with today’s users becoming ever more sophisticated. In the U.S. and around the world, individuals and corporations are increasing their spending on high-technology education (Clark, 1999) through a variety of institutions such as traditional universities, specialized institutes, in-house training divisions, and Web-based virtual education programs. The Johns Hopkins School of Hygiene and Public Health is an acknowledged leader in the teaching and practice of public health. In 1996, the School began exploring ways to reach beyond the walls of the traditional classroom to provide public health education through the technology now widely accessible. As a result of a competitive proposal submitted to the U.S. Centers for Disease Control, the School of Public Health was one of four schools selected with the purpose of developing a distance-education curriculum, to upgrade the knowledge and skills of mid-career public health staff of that agency. The overall curriculum was designed to lead to a Graduate Certificate in Public Health. This certificate also met approximately one-half of the core requirements for the MPH degree, the most frequently awarded degree in the school.

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Winn, Lawrence “Torry”. "4 BLACK EDUCATION MATTERS A Legacy of Educating Black Children beyond the Walls of Public Schools". En Faith Made Flesh, 51–61. Cornell University Press, 2023. http://dx.doi.org/10.1515/9781501772344-006.

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Actas de conferencias sobre el tema "Walla Walla Public School"

Nurendra, Ariza Chrisananda y Christina Ismaniati. "Classroom Wall Color Selection at Public Elementary Schools in Salatiga". En 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.010.

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Cruz, Mariana Portella Lopes, João Gustavo dos Anjos Morais Oliveira, Gabriela Sarno Brandão, Ana Flávia Paiva Bandeira Assis, Isaac Rêgo Purificação, Leonardo Mattos Santos, Matheus Almeida Ribeiro da Cunha, Isabella Trindade Lopes Alves y Raimundo Nonato Ribeiro Fernandes. "Influence of atherosclerosis on intracranial aneurysm rupture: a literature review". En XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.391.

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Background: Aneurysms have their wall more susceptible to rupture. It is postulated whether the presence of atherosclerotic plaque can influence this, protecting or not. Objective: This review aims to investigate atherosclerosis (AT) as a potential risk factor for rupture of intracranial aneurysms. Design and Setting: this is a literature review, produced in Bahiana School of Medicine and Public Health. Methods: The evaluated studies were obtained in published between 2011 and 2021, using the MeSH terms with following search: ((“atherosclerosis” OR “atherogenesis” OR “atheroscleroses” OR “Vascular Disease”)) AND ((“intracranial aneurysm” OR “brain aneurysm” OR “brain aneurysms” OR “cerebral aneurysm” OR “cerebral aneurysms”)) AND ((“ruptured” OR “rupture” OR “subarachnoid hemorrhage”)). Those that did not correspond the purpose of this review were excluded. Results: 13 of the 103 articles found, were selected. In 03 retrospective cohorts, AT was not a risk factor associated with aneurysm rupture, but a protective factor. In the control case, AT did not obtain statistical significance, but hypercholesterolemia was considered a protective factor. In the postmortem, atheromatous plaque was found only in a one patient who had subarachnoid hemorrhage. The other studies were inconclusive on the subject. Conclusions: Atherosclerosis cannot yet be said as a risk factor for aneurysm rupture due to literary insufficiency. In this way, new research is needed to ensure the evidence.

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Taddei, Domenico, Caterina Calvani, Roberto Pistolesi, Antonio Taddei y Andrea Martini. "Recupero architettonico e strutturale del “mastio” e del suo cortile della fortezza nuova di Volterra". En FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11361.

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Architectural and structural recovery of “mastio” and its courtyard of the new fortress of VolterraThe recovery of the “mastio” and the surrounding courtyard of the new fortress of Volterra (1472-1474) has as its objective the opening to the public of this fortified work, after 542 years from its construction, with the possibility of being enjoyed without interposing with the prison function of the complex, it also represents the possibility of knowledge and study of a constructive typology in the context of the Renaissance fortified architecture of the Italian school called “transition” with the use of the first artillery. The fortress was born as a military garrison and at the time of Lorenzo the magnificent only a part was used as a prison, it will be definitively transformed into a House of Imprisonment during the Grand Duchy of Lorraine in the middle of the eighteenth century. It is the first work by Francesco di Giovanni di Matteo called the Francione (1428-1495), it has an almost square shape with large cylindrical towers at the corners (rondelle) and at the center of the inner courtyard, a large cylindrical tower like of “mastio” (donjon) and inserted the artillery in the walls. The “mastio” consists of a basement and five floors above ground with a domed roof and connected by a narrow spiral staircase. After the cognitive essays carried out on the internal domes of the “mastio”, placed in the first three floors including the cistern, the presence of “hemispherical domes” emerged, made by workers of the Opera del Duomo in Florence, built entirely in bricks without the carpentry of “centina” (self-supporting), with the system called “alla fiorentina”, as well as the dome of Santa Maria del Fiore in Florence by Filippo Brunelleschi. This construction system is also applied in the fortified structures of Pietrasanta, Poggibonsi, Sarzanello, Castrocaro, Pisa and Terra del Sole.

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Informes sobre el tema "Walla Walla Public School"

Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, diciembre de 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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Stanley-Wall, Nicola y Joana Carneiro. Life of Bacteria over 200 degrees centigrade: Teachers' Guide. University of Dundee, 2022. http://dx.doi.org/10.20933/100001272.

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The “Life of bacteria over 200 degrees centigrade” video was created by the Public Engagement team at the University of Dundee’s School of Life Sciences, in collaboration with the Nicola-Stanley Wall Lab. This video follows a microbiologist performing an experiment in the laboratory and explains how scientists can study bacteria and biofilms. The video can be used by teachers to show their pupils how some microbial research is done in a professional laboratory environment. This guide helps teachers in this process.

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