Bibliographies thématiques / Middletown High School (Middletown, Ohio)

Littérature scientifique sur le sujet « Middletown High School (Middletown, Ohio) »

Auteur : Grafiati

Publié le 26 juillet 2024

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Articles de revues sur le sujet "Middletown High School (Middletown, Ohio)"

Aguilar, Cynthia Mata, Catherine Cobb Morocco, Caroline E. Parker et Naomi Zigmond. « Middletown High School : Equal Opportunity for Academic Achievement ». Learning Disabilities Research and Practice 21, n^o 3 (août 2006) : 159–71. http://dx.doi.org/10.1111/j.1540-5826.2006.00215.x.

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Bahr, Howard M., Colter Mitchell, Xiaomin Li, Alison Walker et Kristen Sucher. « Trends in Family Space/Time, Conflict, and Solidarity : Middletown 1924–1999 ». City & ; Community 3, n^o 3 (1 septembre 2003) : 263–91. http://dx.doi.org/10.1111/j.1535-6841.2004.00081.x.

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This article treats aspects of family life for which there are comparable data from students at three or more points over the 75‐year period 1924–1999, beginning with the 1924 Middletown high school surveys and drawing on the replications of 1977, 1989, and 1999. We reassess the Lynds' positioning of families in a trajectory of space and time that emphasized family decentering or dis‐integration, and that assumed that technological changes extending a family's circulation in time and space reduced family solidarity. Although national data suggest that some family decline has indeed occurred since the 1970s, among Middletown students last surveyed in 1999 there is quite remarkable stability in several of the Lynds' indicators. Trends in topics of parent‐child disagreement and students' perceptions of ideal parental traits suggest that family change does not necessarily mean family decline, and trends in emotional solidarity with parents, beginning in 1977, yield no evidence of decline. The Lynds assumed a linear, additive relation between family decline and nonfamily space/time utilization. We argue that their space/time indicators are problematic as correlates of family solidarity and suggest alternative measures. Students of 1999 reported spending less time with parents than did their predecessors, but their identification with and perceived closeness to parents was not lower than in earlier decades. At century's end, Middletown students seemed insulated from the widely reported national trend toward “rapidly loosening family bonds,” and continuity rather than family decline seemed the dominant trend. As parental time with children is significantly related to, but accounts for little of the variance in, children's emotional solidarity with parents, further work is needed on predictors of emotional solidarity in families.

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Bahr, Howard M., Mindy Judd Pearson, Leif G. Elder et Louis Hicks. « Erasure, Convergence, and the Great Divide : Trends in Racial Disparity in Middletown ». City & ; Community 6, n^o 2 (juin 2007) : 95–117. http://dx.doi.org/10.1111/j.1540-6040.2007.00203.x.

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Although Robert and Helen Lynd later identified the color line as the deepest division separating Middletown's people, data on the city's black population were purposely excluded from their analysis, and therefore blacks are not represented in the 1920s baseline which Middletown provides for subsequent community studies. Indeed, the reader must simply take the Lynds’ word for the importance of the racial divide, for their decision to restrict their analysis to white citizens means that its dimensions remain unspecified save for a few illustrative examples. Yet the erasure is neither total nor final. Many characteristics of the city's black population in the early decades of the century are retrievable, some via census and other statistical data and others through historical sources and retrospective interviews. This paper draws upon census data to estimate the dimensions of Middletown's racial divide over the years. For the period 1977–1999, the census data are supplemented by survey data from high school students, and trends in racial differentiation in selected student attitudes are examined. Findings are mixed and only partially support the model of convergence, or a trend of declining racial differentiation in Middletown. For many indicators, including several with long–term or intergenerational effects, continued racial disparity is apparent. Substantial vestiges of the “great divide” remain, and there seems little prospect of their pending resolution.

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Dietrich, Matthew, Justin Huling et Mark P. S. Krekeler. « Metal pollution investigation of Goldman Park, Middletown Ohio : Evidence for steel and coal pollution in a high child use setting ». Science of The Total Environment 618 (mars 2018) : 1350–62. http://dx.doi.org/10.1016/j.scitotenv.2017.09.246.

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Dietrich, Matthew, Justin Huling et Mark P. S. Krekeler. « Corrigendum to “Metal pollution investigation of Goldman Park, Middletown Ohio : Evidence for steel and coal pollution in a high child use setting” [Science of the Total Environment 618 (2018) 1350–1362] ». Science of The Total Environment 745 (novembre 2020) : 141798. http://dx.doi.org/10.1016/j.scitotenv.2020.141798.

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« Solutions to Calendar ». Mathematics Teacher 90, n^o 5 (mai 1997) : 378–79. http://dx.doi.org/10.5951/mt.90.5.0378.

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Problems 1–3 and 5–8 were contributed by Claudia Carter, Mississippi School for Mathematics and Science, Columbus, Mississippi: Anita Clark, Marshall High School, Marshall, Michigan: Catherine Mulligan, Bishop Fenwick High School, Middletown, Ohio; and Susanne Westegaard, Montgomery-Lonsdale Public School, Montgomery, Minnesota. Problem 4 was offered by Richard G. Brown, 7 Nelson Dr., Exeter, NH 03833. Problems 9, 10, and 16 were prepared by Margaret J. Kenney and Stanley J. Bezuszka, S.J., of the Mathematics Institute, Boston College, Chestnut Hill, MA 02167-3809. Problems 11-15 and 30 were adapted from Discovering Mathematics: The Art of Investigation by A. Gardiner (Oxford: Oxford Science Publications, 1987). Problems 19 and 20 were provided by Robert H. Becker, 526 Harding Ave., Schillington, PA 19607-2802. Problems 17, 23, and 24 appear in the Second Book of Mathematical Bafflers, edited by Angela Fox Dunn (New York: Dover Publications, 1983). Problems 18, 21, 22, and 25 were adapted from Cariboo College High School Mathematics Contest Problems 1973–1992, edited by Jim Totten (Kamloops, B.C.: Cariboo College, 1992). Problems 26–29 were submitted by Barry Scully, York Region Board of Education, Aurora, ON L4G 3H2. Problem 31 was adapted from The Mathematical Funfair by Brian Bolt (Cambridge: Cambridge University Press, 1989).

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Thèses sur le sujet "Middletown High School (Middletown, Ohio)"

Eskew, Kelly R. « Hysteria on the Hardwood : A Narrative History of Community, Race, and Indiana's "Basketbrawl" Tradition ». Thesis, 2012. http://hdl.handle.net/1805/3040.

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Indiana University-Purdue University Indianapolis (IUPUI)
In 1964, Muncie Central High School got the “death penalty” at the hands of the Indiana High School Athletic Association’s (IHSAA) new commissioner, Phil N. Eskew, after post-game brawling at a boys basketball game led to a broader investigation of the entire program. In the closing moments of the game, a Muncie Central opponent was bloodied by an inbound pass to the face and fans erupted in violence, swarming the floor. The ensuing investigation revealed racial tensions, issues of sexual mores, political discord, and deep problems in the web of interrelationships that make up the phenomenon of Hoosier Hysteria. After a closed-door hearing and two days of deliberations, Eskew and the IHSAA Board of Control announced their decision, and the punishment prescribed made front page headlines across the state and beyond.

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Livres sur le sujet "Middletown High School (Middletown, Ohio)"

Hayes, Norman M. A brief history of the Middletown City School district, 1800 to 1987. 2^e éd. Middletown, Ohio : the Print Shop ; Middletown City School System, 1988.

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Dyreson, Mark. Basketball and Magic in “Middletown”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037610.003.0002.

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This chapter examines the passion for Indiana high school basketball that social scientists Robert and Helen Lynd tackled in their 1929 book Middletown: A Study in Contemporary American Culture. In their study the Lynds revealed that Middletown was a real place—Muncie, Indiana. The Bearcats was the actual name of the high school basketball team at Muncie Central High School. They explained how basketball captured the magical essence of Muncie, insisting that “Magic Middletown,” the cultural essence of the community, appeared more fully on the high school basketball court than in any other realm of heartland tribal life. The Lynds's work on “Magic Middletown” marked a turning point in American social science and placed the idea that sport forged community firmly into the scholarly lexicon. This chapter also considers the history of race in Muncie Central basketball that reveals how “they” became “we” in Magic Middletown, raising a variety of questions that remained far beyond the boundaries of the Lynds's sociological imaginations.

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Schrum, Kelly, Sheila Brennan, James Halabuk, Sharon Leon et Tom Scheinfeldt. Oral History in the Digital Age. Sous la direction de Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0034.

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Oral history means many things. It is a record of oral tradition, compiled of stories handed down from one generation to the next, as well as the recording of personal history or experiences. It can involve a formal interview examining a particular topic, such as the history of the space telescope, or a moment in time, such as the partial meltdown at the Three Mile Island commercial nuclear power plant near Middletown, Pennsylvania, on March 28, 1979. A kind of oral history can also occur informally, when family members share stories around a kitchen table or when a high school student interviews his grandmother about immigrating to the United States. The task of categorizing oral history has become even more challenging in the digital age. It is possible to define online oral history, as resources are available via the Internet that are related to the collecting, cataloging, preserving, or sharing of oral history.

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Chapitres de livres sur le sujet "Middletown High School (Middletown, Ohio)"

Gupta-Carlson, Himanee. « Navigating Rebellion and Respect ». Dans Muncie, India(na). University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041822.003.0005.

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This chapter uses auto-ethnography and discourse analysis to discuss the lives of South Asian American individuals’ memories of their teenage years in Muncie, Indiana. It compares and contrasts these experiences with the depiction of high school life in the acclaimed documentary Seventeen, analyzing both the experiences and the film against the 1970s racial politics of Muncie life. It also critiques a set of new Middletown studies on Muncie that were conducted in the 1970s and in doing so argues that the exclusions of African Americans and foreign-born individuals in the earlier studies by Robert S. Lynd and Helen Merrell Lynd affected the lens through which the follow-up studies interpreted 1970s Muncie life

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