Letteratura scientifica selezionata sul tema "Hamilton High School (Hamilton, Ohio)"

Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.

Introduction Sickle cell disease (SCD) affects over 100,000 people in the US, the majority of whom are African American. Socioeconomic challenges have a significant impact on both access and adherence to appropriate treatments which, given a history of racial segregation and discrimination, disproportionately burden under-represented minorities. The distribution of socioeconomic factors, like poverty, educational attainment, and housing quality, can now be assessed routinely at the population level, yet the distribution and impact of such contextual risks in the pediatric sickle cell population have not been sufficiently described. Here, we sought to characterize the burden of neighborhood-level socioeconomic challenges and barriers among children with SCD in one large, urban county. We also sought to determine whether these area-level indicators were associated with hospitalizations and markers of adherence to SCD medications. Methods We pursued a retrospective review of electronic health record data from 2011-2017 for children with HbSS disease in the active Cincinnati Children's Hospital Medical Center's SCD registry which includes all children receiving care within the past two years in the Comprehensive Sickle Cell Center and is representative of nearly all children with SCD in Hamilton County, Ohio. The analysis was performed under an IRB-approved study investigating socioeconomic factors for children in Hamilton County. Children within the SCD registry were excluded from this analysis if they had a non-HbSS genotype or an address outside of Hamilton County. Addresses were geocoded and linked to a specific census tract which approximates local neighborhood boundaries. Once linked to a census tract, that address was connected to a pre-determined list of variables present within the 2013-2017 US Census' American Community Survey. Variables included the census tract poverty rate, educational attainment rate (percentage of adults with less than a high school education), and the percentage of vacant housing. A validated census tract-level deprivation index, assembled from 6 such census variables, was also included. Outcomes of interest included number of hospitalizations and ED visits during the study period and %HbF for the subset on hydroxyurea treatment. Descriptive statistics were used to illustrate ecological socioeconomic characteristics among included patients. Associations between area-based socioeconomic deprivation and outcomes of interest were tested using the Kruskal-Wallis Test. Results There were 141 patients with HbSS included in the analysis (53% Male, 82% publicly insured). Mean age at the end of the analysis period was 9.6±6.3 years. Consistent with the aggressive treatment strategy at our center, most (97%) were on disease modifying treatment with either hydroxyurea (81%) or chronic transfusion therapy (16%). Compared to the county as a whole, children in the registry mapped to areas with relatively high rates of poverty (median 26%; IQR 15%-42%), low rates of education attainment (median with high school degree 86%; IQR 78%-91%), and high rates of vacant housing (median 13%; IQR 8%-19%). The deprivation index is scaled between 0 and 1 with higher values indicative of more socioeconomic deprivation. In our population, the deprivation index median was 0.45 (IQR 0.36-0.61). When the sample was categorized into three deprivation groups (low < 25th percentile, medium between 25th and 75th, and high >75th percentile), we found trends toward associations with utilization and adherence measures (Table 1). Conclusion A majority of our SCD patients live in neighborhoods with stark socioeconomic challenges and barriers which have been shown to negatively affect health outcomes. There appears to be a significant trend towards increased utilization among those living in more deprived neighborhoods, although, the link with adherence was less clear. The latter finding, indicative of similar HbF levels across deprivation groupings, may be the result of efforts made by our multidisciplinary comprehensive care team to optimize care for all patients regardless of socioeconomic challenges. The data presented here are novel and likely representative of socioeconomic challenges of most SCD patients living in the US. Future, larger, multi-center studies should focus on identifying and addressing social determinants of health within this population. Disclosures No relevant conflicts of interest to declare.

Purpose: To analyse the levels of depression and its influence on the presence of suicide ideation among high-school students. Methods: cross-sectional, observational, and comparative study. The sample included 447 students who answered the following: the Beck Depression Inventory, the Beck Scale for Suicide Ideation, the Hamilton Scale for depression and a risk factor questionnaire elaborated ex professor. Statistical analysis included a description of variables, Pearson’s correlation coefficient, and multiple regression. Results: Sixty-six students (14.8%) presented with suicide risk and 29 had made a suicide attempt. Almost 34% of the students presented some level of depression according to the Hamilton Scale. Conclusions: There is a strong correlation between suicidal behaviours and depression. It is important to raise awareness of the early signs of depression as a risk factor that may potentiate the risk of a suicide attempt.

This paper discusses the use of Lagrangian and Hamiltonian dynamics as alternative approaches for understanding the motion of objects in classical mechanics. These approaches, which are based on different mathematical techniques, can provide a deeper understanding of the principles of classical mechanics and the motion of objects, but may not be covered in high school physics curricula or undergraduate STEM courses. The review paper approach is used to combine information from a variety of sources, and the material is conceptualized to aid reader understanding. These advanced topics may be of interest to advanced high school students who are interested in exploring topics beyond the high school physics curriculum, and can be studied independently by those with a strong foundation in classical mechanics and familiarity with advanced mathematical concepts.

We aimed to assess whether Internet addiction (IA) severity was related to alexithymia scores among high school students, taking into account the role of gender differences and the possible effect of anxiety, depression, and age. Participants in the study were 600 students (ages ranging from 13 to 22; 48.16% girls) recruited from three high schools in two cities from Southern Italy. Participants completed a sociodemographic questionnaire, the Toronto Alexithymia Scale, the Internet Addiction Test, the Hamilton Anxiety Scale, and the Hamilton Depression Scale. The findings of the study showed that IA scores were associated with alexithymia scores, over and above the effect of negative emotions and age. Students with pathological levels of alexithymia reported higher scores on IA severity. In particular, results showed that difficulty in identifying feelings was significantly associated with higher scores on IA severity. No effect of gender was found. Implications for clinicians were discussed.

Objective This study reports clinical characteristic of moderate–severe obsessive–compulsive disorder (OCD) among school students in China. Methods We examined 153 patients for the distribution of OCD symptoms using the Yale-Brown Obsessive Compulsive Scale Symptoms Checklist, the severity of anxiety and depression symptoms using the Hamilton Anxiety Scale and the Hamilton Depression Scale-24, respectively, and impairment in learning, family and social functions using the Pediatric Quality of Life Enjoyment and Satisfaction Questionnaire. Results The number of total OCD, obsession and compulsion symptoms was 6.71 (standard deviation [SD] = 2.25), 3.77 (SD = 1.32) and 2.94 (SD = 1.59), respectively. The incidence of moderate and severe depressive symptoms for junior high school students was significantly higher than for primary and high school students. The number of children and adolescents with OCD increased with age, reaching a peak in the senior high school stage. Conclusion The most common symptoms in children and adolescent OCD patients are miscellaneous obsessions, aggressiveness, religiousness, checking, miscellaneous compulsions, cleaning-washing and repeating. These patients show a relatively high co-occurrence rate of anxiety symptoms and depressive symptoms, which impairs their learning, as well as their family and social functions.

Students in the McMaster School of Nursing, likein other Health Sciences programs, learn aboutevidence-based practice in a variety of hospitalsettings. However, best practice must also beprovided at a systems level in the community,guided by the principles of primary healthcare. During a third-year community healthcourse, we were placed in the South Shermanneighbourhood, a low-income, high-priorityarea in Hamilton. Within this community, welearned that improving health requires lookingbeyond the healthcare system. Therefore, wedeveloped an intervention to address the gapbetween services and residents in the area.After a successful pilot project, our initiative isnow becoming a full-scale partnership betweenMcMaster students and the Hamilton communitymembers who act as our hosts and teachers.

The Middle Devonian (lower–middle Givetian) Hamilton Group of New York State is an iconic unit in North America, which has contributed many key concepts in stratigraphy, sedimentary geology, paleoecology, and evolution. This interval comprises a 100- to 1200-m-thick clastic wedge, shed westward from the Acadian Mountains, with thin but persistent carbonates. Despite the rich and diverse invertebrate fauna that consists of more than 300 species of corals, bryozoans, brachiopods, mollusks, echinoderms, and trilobites, the age of the Hamilton Group is rather poorly constrained in terms of chronostratigraphy owing to the rarity of biostratigraphically useful conodonts and goniatites. The upper part of the Hamilton Group that is the focus of this paper apparently belongs to the Polygnathus timorensis to middle Polygnathus ansatus Conodont chronozones. The middle to upper Hamilton Group in New York State comprises three formations—the Skaneateles, Ludlowville, and Moscow—each defined as an interval delimited with a sharply based fossiliferous limestone-calcareous siltstone; these formations are interpreted as containing condensed transgressive deposits overlain by thicker highstand to falling-stage shales, mudstones/siltstones, and sandstones. The eastern equivalents of these formations are dominated by fine-grained sandstones and siltstones and include two formations: the Panther Mountain Formation, equivalent to the Skaneateles and Ludlowville formations combined, and the Cooperstown Formation, equivalent to the Moscow Formation. In the present paper, we review, revise and update a hierarchical framework of lithostratigraphic subdivisions of these formations, including 24 members (four new), 50 submembers (more than half newly proposed or redefined; 14 informal at this time), and more than 80 named beds, both formal and informal. This refined lithostratigraphy provides an excellent framework for studying high-resolution sequence stratigraphy. As defined herein, members and most submembers represent high-frequency depositional sequences with basal shell-rich carbonates and abrupt flooding surfaces that mark the bases of highstand deposits. Not only are most of the members and submembers traceable across western and central New York, but also to a lesser extent into adjacent regions that include southern Ontario, Ohio, the Michigan Basin, and northeastern Pennsylvania. Nevertheless, much work on correlation remains to be done in eastern New York and central Pennsylvania, where local progradation of siliciclastics and expansion of successions obscures many of the finer scale features.

This study combined communication book training, a milieu approach (Warren & Kaiser, 1986), and systematic vocabulary selection to teach a nonspeaking adolescent to communicate in three settings. Specifically, we conducted a systematic replication of Hamilton and Snell's (1993) instructional procedures to teach a high school student from a Spanish-speaking home to use a communication book to initiate conversation and respond to teachers, peers, and work supervisors. The student had mental retardation and was deaf and nonverbal Results indicated rapid learning of communication book use in two settings (i.e., meal preparation and employment training) and more delayed increases in a third setting (i.e., small group communication). Based on these findings, we make suggestions for future research and practice.

Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.

Thesis (Master of Community Planning)--University of Cincinnati, 2009.
Advisor: Christopher Auffrey. Title from electronic thesis title page (viewed Aug. 3, 2009). Includes abstract. Keywords: communicative action; communicative planning; consensus planning; information use in planning; Ohio public schools; school funding. Includes bibliographical references.

Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve development and efficiency in life, one must continually adapt to the changes of knowledge. In education, particularly learning and improvement, the emergence of new information and communication technologies (ICT) to improve pedagogical theories and psychological forces pupils / students, teachers, parents and professionals to adapt to these changes. What do pupils and students? What do teachers and parents? What do experts? What are governments? An Example. INTIME Project (1999-2001). "The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning". Technology as Facilitator of Quality Education Model: A Model (by William P. Callahan and Thomas J. Switzer, College of Education, University of Northern): o COMPUTER: means for forming a new vision of education, research and innovation. o TECHNOLOGY: mediator of quality education. o STUDENTS: active participants in their own learning process. Computer Aided Learning Many educational projects that use computer and software are the result of complex ideas and exploratory actions immediately after 2000. Already there were many changes in education by supporting it with systems, programs and applications, including the development of IDD shape (Open Distance Learning). At that time - the transition from Web 1.0 to Web 2.0 technology, the terms "e-Learning" and "Educational Software" appeared more often in various articles, studies, reports, etc.. Today, some experts in e-learning and educational software actually admit that at the time concepts were not clear and do not understand the context of their use in education and training. After 10 years, by following some step-difficult-sometimes even e-Learning products and educational software incorporates not only expertise in informatics and IT professionals, especially teachers and teaching scenarios for learning: IAC (Computer Aided Training). Systemic approach to learning and teaching strategy Computer assisted learning systems approach to training enables a new vision that psycho-pedagogy one theorized in recent years, but which becomes operative when teaching strategy is combined with multimedia technologies. While in training designed as a system can be determined: for the system (training objectives), the processes by which it is achieved for (type of activities, learning situations in which students must participate to achieve the targets) and the results that they want to reach (translated into effective procurement categories of students), educational software design allows even cover the main elements of the system, helping to optimize the learning process. News trends New trends in education highlights the need for a teaching tool that involves both players learning process: teachers and students.Changing the paradigm shift from learning and knowledge acquisition in the development of skills, values and attitudes necessary focus on training activities and voluntary dominant active participation of students to the needs, interests and their learning profiles. Differentiated Instruction and its contextualization is particularly useful support in using computers in the classroom. The Power of Learning "Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding." William Arthur Ward Knowledge and lifelong learning frees you from ignorance and superficiality. Today, technology and software resources help business efficiency and a better job in this regard. "Educational content it should encourage students to create their own knowledge by experiment, not by learning a text by heart." Radu Jugureanu The responsibility for education is nowadays shared: collaborative demarches and adequate commitment from all stakeholders is very much increasing the effects of education as a whole, oriented towards preparing competitive human resources equipped with competences for the 21st Century: cooperation, communication, critical thinking, creativity, innovation. In the United States and also in UNESCO strategies these are referred to as the 21st Century Skills. The European Union in the Lisbon framework outlines eight domains of Key Competences for Lifelong Learning. These 21st Century Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. For Dr. Howard Gardner (American Psychologist and Educator), intelligence is (Building the 21st-Century Mind: www.howardgardner.com, Gardner, 2009): o the ability to create an effective product or offer a service that is valued in a culture; o a set of skills that make it possible for a person to solve problems in life; o the potential for finding or creating solutions for problems, which involves gathering new knowledge. Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. More self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce (Hamilton, & O'Duffy 2009).