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Hash, Phillip M. "The National High School Orchestra 1926—1938". Journal of Research in Music Education 57, nr 1 (kwiecień 2009): 50–72. http://dx.doi.org/10.1177/0022429409333376.
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The purpose of this study was to document the history of the National High School Orchestra (NHSO), a select ensemble organized by Joseph E. Maddy under the auspices of the Music Supervisors' National Conference during the 1920s and 1930s. Research questions examined the orchestra's (1) origin, performances, and operation; (2) instrumentation and repertoire; (3) influence on music education; and (4) implications for modern practice. The first NHSO was assembled for the 1926 meeting of the Music Supervisors' National Conference in Detroit, Michigan. Initially led by Maddy, this ensemble was reorganized in 1927, 1928, 1930, 1932, and 1938. The NHSO helped promote instrumental music education through conference performances, radio broadcasts, and concerts presented throughout the country. This organization also demonstrated the potential of high school musicians and served as a basis for the NHSO Camp—the institution known today as the Interlochen Center for the Arts.
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Cassimere, Raphael. "“Our School Is Our Glory”: Reflections on the Early Years of Joseph F. Clark High School, 1949–1970". Journal of African American History 103, nr 4 (wrzesień 2018): 560–80. http://dx.doi.org/10.1086/699954.
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Vogelpohl, Rachele E., Rachel A. Lindsey, Christopher D. Stickley, Ronald K. Hetzler, Whitney Williams i Iris F. Kimura. "A Prospective Evaluation on the Effects of One High School Football Season on Neurocognitive Test Scores in High School Football Athletes". International Journal of Athletic Therapy and Training 22, nr 5 (wrzesień 2017): 49–55. http://dx.doi.org/10.1123/ijatt.2016-0083.
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Subconcussive head impacts do not result in outward signs of neurological dysfunction, however they may have an effect on neurocognitive function. Limited research has indicated that negative changes in neurocognitive function occurs in high school football athletes as a result of one season of football. The purpose of this study was to prospectively evaluate the effects of one season of high school football on neurocognitive test scores. Results revealed a significant group and time interaction effect (p < .001) for the Verbal Memory composite score of the ImPACT test. Further analysis revealed a significant difference in the Verbal Memory score between groups at postseason (p < .01), with the football group scoring lower than the low contact group. It appears that one season of high school football may have a negative effect on the Verbal Memory composite score of the ImPACT test in high school football athletes.
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Oldham, Jessie R., David R. Howell, Corey J. Lanois, Paul D. Berkner, Rebekah C. Mannix i William P. Meehan. "SPORT TYPE AND BASELINE NEUROCOGNITIVE SCORES AMONG HEALTHY HIGH SCHOOL ATHLETES". Orthopaedic Journal of Sports Medicine 9, nr 7_suppl3 (1.07.2021): 2325967121S0012. http://dx.doi.org/10.1177/2325967121s00121.
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Background: Athletes who participate in collision sports may experience more repetitive head impacts than other sport types. These repetitive head impacts have been theorized as a potential catalyst for cognitive problems later in life. It is unknown, however, if sport type influences neurocognitive performance. Hypothesis/Purpose: Our purpose was to investigate the association between sport type and baseline neurocognitive scores in a high school athletic population. We hypothesized that athletes participating in collision sports would demonstrate worse scores on baseline neurocognitive tests compared to those in contact or non-contact sports. Methods: We conducted a cross-sectional, observational study using baseline computerized neurocognitive scores of 186,117 high school student-athletes (age: 15.47±2.28 years, height: 168.53±10.77 cm, weight: 63.02±14.83 kg, 45% female) in the state of Massachusetts. The dependent variables were five composite scores (verbal memory, visual memory, visual motor, reaction time, and impulse control) and total symptom score. The independent variables included sport type (collision, contact, non-contact), age, sex, and concussion history. We used univariable one-way ANOVAS to compare composite scores between sport type. We conducted a series of multivariable regression models, controlling for age, sex, and number of previous concussions, to examine the independent association between sport type and composite scores. Results: There was a minimal but statistically significant association between sport type and composite scores, with collision sport athletes performing slightly worse than other athletes on most composite scores. Collision sport athletes had a slightly lower symptom burden. (Tables 1 and 2) Conclusion: While statistically significant, the differences in neurocognitive function and symptom burden between sport type are of questionable clinical significance. In fact, all of them fall within the reliable change index values of each respective score. As participants were in high school at the time of the study, we cannot determine the potential for associations later in life. Tables/Figures: [Table: see text][Table: see text]
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Shosh, Joseph M. "Making Meaning in a Dialogical Discourse Diary". English Journal 94, nr 1 (1.09.2004): 53–58. http://dx.doi.org/10.58680/ej20044154.
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Dissatisfied with his method of teaching composition to high school seniors, Joseph M. Shosh sought ways to move from teaching as transmission to teaching as transaction. Asking students to use a dialogic discourse diary resulted in improved thinking and writing. He offers the assignments he gave and documents students’ reactions and growth.
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Galla, Brian M., Elizabeth P. Shulman, Benjamin D. Plummer, Margo Gardner, Stephen J. Hutt, J. Parker Goyer, Sidney K. D’Mello, Amy S. Finn i Angela L. Duckworth. "Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability". American Educational Research Journal 56, nr 6 (3.05.2019): 2077–115. http://dx.doi.org/10.3102/0002831219843292.
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Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic year, Study 1 affirmed that high school grades out-predicted test scores for 4-year college graduation. In a convenience sample of 1,622 high school seniors in the Class of 2013, Study 2 revealed that the incremental predictive validity of high school grades for college graduation was explained by composite measures of self-regulation, whereas the incremental predictive validity of test scores was explained by composite measures of cognitive ability.
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Gula, Louie Petere. "THE EMERGING SEDENTARY LIFESTYLE OF THE 21ST CENTURY JUNIOR HIGH SCHOOL STUDENTS". SKY-International Journal of Physical Education and Sports Sciences (IJPESS) 6 (14.12.2022): 1–17. http://dx.doi.org/10.51846/the-sky.v6i0.1584.
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The purpose of the study: This study aims to identify the following factors that affect the physical inactivity of the students in Saint Joseph College aged 12- 16 years old. It aims to understand the impact of this crisis and how to address this pressing issue.
Materials and methods: A descriptive- survey research design was utilized to document the respondents' behavior, demographics, and experiences correlated to the questions provided. The questionnaire includes 15-item questions that seek to gather information on their basic profile, current experiences, and behavior towards physical activities.
Results: The study discovers that teenagers aged 12-16 years old are inactive in physical activities and sports due to some reasons like the exposure of too much time on gadgets, whether the activity provides a fun and offers socialization, lack of motivation, occupied schedules for other matters, the COVID-19 pandemic, costly sports equipment on the sports of their interest, the unavailability of playing area, and lastly health concerns.
Conclusions: Therefore, physical inactivity only alleviates certain issues, physically, mentally, spiritually, and socially. Physical inactivity is the result of demotivated individuals, physical illiteracy, prolonged screen-time, and health issues.
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Huong, Duong Thi Thu. "Social factors associated to the multiple risk behaviors among high school students: A case study of Hanoi high school students, Vietnam". GHMJ (Global Health Management Journal) 2, nr 3 (31.10.2018): 48. http://dx.doi.org/10.35898/ghmj-23198.
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Background: Young people who engaged in different risk behaviors attracted concern nowadays. Noticeably, the concurrent multiple risk behaviors generate adverse effect to health and their future life. Aims: The objectives of this study were to investigate the prevalence of the concurrent multiple risk behaviors and to evaluate the association between social factors and the concurrent multiple risk behaviors among the high school students in Hanoi, Vietnam. Methods: A quantitative survey with a cross sectional design was applied involving a total of 1,333 Hanoi high school students. The survey was conducted in the end of 2016. The multivariate linear regression models were applied to examine the social factors associated with the concurrent multiple risk behaviors of Hanoi high school students. Eighteen different risk behaviors had been selected for constructing a composite variable of the total risk behaviors that students have engaged in. Results: On average, the high school students have been reported involving in 4.88 behaviors of the 18 selected observed risk behaviors. The multivariate linear regression models with demographic factors and different social connections of high school students could explain for about 37.6% of the difference in composite variable of the total risk behaviors. This present study reveals several factors that increase the number of risk behaviors the students may engage, including the connection to the family's members or friends, duration in social media, and the number of friends in the online network. In the contrast, strong family connection has been demonstrated to provide a "safe haven" for protecting the high school students from involving in increasing multiple different risk behaviors. Conclusion: The research findings strongly recommend early prevention strategies should be conducted among the high school students. The identified concurrent risk behaviors should be targeted as prevention actions rather than focusing on controlling individual risk behaviors. In addition, the involvement of their parents and friends are suggested to be the target audience together with students in concurrent risk behaviors controlling and preventing programs among the high school students and young generation.
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Tomczyk, Christopher P., Megan Mormile, Megan S. Wittenberg;, Jody L. Langdon i Tamerah N. Hunt. "An Examination of Adolescent Athletes and Nonathletes on Baseline Neuropsychological Test Scores". Journal of Athletic Training 53, nr 4 (1.04.2018): 404–9. http://dx.doi.org/10.4085/1062-6050-84-17.
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Context: An estimated 15.3 million adolescent students are enrolled in US high schools, with approximately 7.8 million participating in athletics. Researchers have examined various demographics in high school athletes; however, athletic participation may play a larger role in test performance than previously thought. Currently, investigations of concussion assessment may rely on uninjured athletes as controls. However, due to the intense nature of athletics, this may not be an appropriate practice. Objective: To examine differences between athletes and nonathletes using a common computerized neuropsychological test. Design: Retrospective cross-sectional study. Setting: High schools from a school district in Columbus, Ohio. Patients or Other Participants: A total of 662 adolescent high school students (athletes: n = 383, female n = 18; nonathletes: n = 279, female n = 193). Main Outcome Measure(s): Participants were administered a computerized neuropsychological test battery (Immediate Post-Concussion Assessment and Cognitive Test [ImPACT]) during baseline concussion assessment. Differences between groups were established for output composite scores. Results: Differences were found between athletes and nonathletes in composite reaction time (F1,522 = 14.855, P < .001) and total symptom score (F1,427 = 33.770, P < .001). Nonathletes reported more symptoms, whereas athletes had faster reaction times. No differences were present in composite verbal memory, composite visual memory, composite visual motor speed, or composite impulse control (P > .05). Conclusions: Symptom reporting and reaction time differed between high school athletes and nonathletes. Participation in extracurricular activities may lead to cognitive differences in adolescents that can influence performance on the Immediate Post-Concussion Assessment and Cognitive Test battery. Researchers should account for these differences in baseline performance when making concussion diagnostic and management decisions.
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Sizer, Theodore R. "Horace’s Frustration, Horace’s Hope". English Journal 86, nr 5 (1.09.1997): 20–24. http://dx.doi.org/10.58680/ej19973406.
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In this article, Theodore R. Sizer uses his fictional composite English teacher Horace to help him talk about how the traditional, rigid structure of high school impedes learning. He mentions standards, assessments, and new high school structures.
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Huong, Duong Thi Thu. "Social factors associated to the multiple risk behaviors among high school students: A case study of Hanoi high school students, Vietnam". GHMJ (Global Health Management Journal) 2, nr 3 (31.10.2018): 48–56. http://dx.doi.org/10.35898/ghmj-23555.
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Background: Young people who engaged in different risk behaviors attracted concern nowadays. Noticeably, the concurrent multiple risk behaviors generate adverse effect to health and their future life.Aims: The objectives of this study were to investigate the prevalence of the concurrent multiple risk behaviors and to evaluate the association between social factors and the concurrent multiple risk behaviors among the high school students in Hanoi, Vietnam.Methods: A quantitative survey with a cross sectional design was applied involving a total of 1,333 Hanoi high school students. The survey was conducted in the end of 2016. The multivariate linear regression models were applied to examine the social factors associated with the concurrent multiple risk behaviors of Hanoi high school students. Eighteen different risk behaviors had been selected for constructing a composite variable of the total risk behaviors that students have engaged in.Results: On average, the high school students have been reported involving in 4.88 behaviors of the 18 selected observed risk behaviors. The multivariate linear regression models with demographic factors and different social connections of high school students could explain for about 37.6% of the difference in composite variable of the total risk behaviors. This present study reveals several factors that increase the number of risk behaviors the students may engage, including the connection to the family's members or friends, duration in social media, and the number of friends in the online network. In the contrast, strong family connection has been demonstrated to provide a "safe haven" for protecting the high school students from involving in increasing multiple different risk behaviors.Conclusion: The research findings strongly recommend early prevention strategies should be conducted among the high school students. The identified concurrent risk behaviors should be targeted as prevention actions rather than focusing on controlling individual risk behaviors. In addition, the involvement of their parents and friends are suggested to be the target audience together with students in concurrent risk behaviors controlling and preventing programs among the high school students and young generation. Keywords: Risk behaviors, Social factors, High school students, Adolescents, Vietnam Received: 30 April 2018, Reviewed: 04 June 2018, Received: in revised form 10 October 2018, : Accepted: 21 October 2018 DOI: 10.35898/ghmj-23555
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R. Abad, Jeffrey, i Agnes D. Arellano. "Spiral Progression Approach in Teaching Junior High School Mathematics". International Multidisciplinary Research Journal 2, nr 4 (14.12.2020): 68–78. http://dx.doi.org/10.54476/iimrj316.
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This study determined the influence of the spiral progression approach in teaching junior high school mathematics. The study utilized a descriptive method of research with test and research-made questionnaire as the main data gathering instrument. Frequency distribution, mean, standard deviation, weighted mean, composite mean and Pearson r were utilized as statistical tools to treat gathered data. Findings showed that students have low performance in Mathematics in the National Achievement Test (NAT) and were only in the Beginning level of achievement when it comes to their critical thinking and problem solving in the five areas in Mathematics namely Numbers and Number Sense, Measurement, Patterns in Algebra, Geometry and Probability and Statistics. Moreover, there was no significant relationship between the performance of students in Mathematics on NAT and their level of understanding in critical and problem solving skill in the five areas in Mathematics. Results also revealed that teachers had encountered problems in using spiral progression approach in teaching Mathematics.
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Xu, Bo, i Dongfang Liu. "Good Instructional Leadership: Principals’ Actions to Increase Composite ACT School Scores". International Education Studies 9, nr 8 (26.07.2016): 120. http://dx.doi.org/10.5539/ies.v9n8p120.
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<p class="apa">Due to increased college admission requirements and a 20-year flat-lined trend in ACT scores, it is imperative for education leaders across the nation to implement effective strategies to increase ACT composite scores. High school principals, as instructional leaders and decision makers, are the major stakeholders who are vested in the outcomes of the study. Findings based upon questionnaires can provide a description of the actions that principals report taking to increase composite ACT school scores.</p>
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Fu, Han, Xiangtao Fan, Zhenzhen Yan, Xiaoping Du, Hongdeng Jian i Chen Xu. "Feature Enhanced Anchor-Free Network for School Detection in High Spatial Resolution Remote Sensing Images". Applied Sciences 12, nr 6 (18.03.2022): 3114. http://dx.doi.org/10.3390/app12063114.
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Object detection in remote sensing images (RSIs) is currently one of the most important topics, which can promote the understanding of the earth and better serve for the construction of digital earth. In addition to single objects, there are many composite objects in RSIs, especially primary and secondary schools (PSSs), which are composed of some parts and surrounded by complex background. Existing deep learning methods have difficulty detecting composite objects effectively. In this article, we propose a feature enhanced Network (FENet) based on an anchor-free method for PSSs detection. FENet can not only realize more accurate pixel-level detection based on enhanced features but also simplify the training process by avoiding hyper-parameters. First, an enhanced feature module (EFM) is designed to improve the representation ability of complex features. Second, a context-aware strategy is used for alleviating the interference of background information. In addition, complete intersection over union (CIoU) loss is employed for bounding box regression, which can obtain better convergence speed and accuracy. At the same time, we build a PSSs dataset for composite object detection. This dataset contains 1685 images of PSSs in Beijing–Tianjin–Hebei region. Experimental results demonstrate that FENet outperforms several object detectors and achieves 78.7% average precision. The study demonstrates the advantage of our proposed method on PSSs detection.
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Kim, Sangdeog Augustin. "My father Ilsoo Joseph gave me a desk when I was pupil of senior high school (Tcheonzamun 273rd-288th)". South Asian Research Journal of Humanities and Social Sciences 4, nr 4 (30.07.2022): 259–60. http://dx.doi.org/10.36346/sarjhss.2022.v04i04.005.
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French missionary Dallet (1874) introduced in his book Tcheonzamun (The thousand character essay), he wrote that ancient Chinese people and ancient Korean people used Tcheonzamun as the textbook for their children for Chinese character. The present researcher translated Tcheonzamun poem through the meaning of Chinese character. This time, the poem of (Tcheonzamun 273rd-288th) was selected for the translation. The title of this translation is ‘My father Ilsoo Joseph gave me a desk when I was pupil of senior high school’, and from the Tcheonzamun the poem of (Tcheonzamun 273rd-288th) was chosen for the translation. <Number in Tcheonzamun Chinese characters (Pronunciation of Korean language in English alphabet)> 285-288 言(Eon) 辭(Sa) 安(An) 定(Zeong) Now I, Augustin, used to talk a lot things (辭), but my wife Hyeonhi only talks warm words which can be reached to others (言). If I do the thing which I think good (定), at that time others can understand my word (安).
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Appiah-Twumasi, Eric, Yaw Ameyaw i Ishmeal Kwasi Anderson. "Development and Validation of Questionnaire for Physics Learning Self-Efficacy among Ghanaian Senior High Schools". EAST AFRICAN JOURNAL OF MANAGEMENT AND BUSINESS STUDIES 2, nr 1 (6.02.2022): 8–18. http://dx.doi.org/10.46606/eajess2022v03i01.0141.
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This study focused on developing an instrument for assessing Senior High School students Physics learning self-efficacy beliefs. An instrument known as PLSE was administered on-site and in-person. The PLSE was tested on 290 final year Senior High School Physics students. Prior to this, the initial scale was administered to 60 Senior High School Physics students after validation by seven experts of Science educators. The PCA extracted four factors with loadings ranging from 0.588 to 0.889. The four factors were Physics Practical, Every Application of concepts, High-Order Thinking Skills and Physics Content. The calculated Average Variance Extracted (AVE), and Composite Reliability of the PLSE items were also found to range from 0.540 to 0.718 and 0.823 to 0.927 respectively. The subsequent reliability results showed excellent internal reliability for each of the sub-scales with Corrected Item-total Correlation (CIC) values, ranging between 0.571 and 0.752. Validity, and reliability assessments revealed accepted threshold cut-off of Average Variance Extracted (AVE), Composite Reliability (CR,) and Cronbach's Alpha coefficient. This paper suggests that the current proposed Physics learning instrument represent a reliable research scale to measure Senior High students Physics learning self-efficacy belief.
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William Roberts, Mark Thomas, i Jonathan Danield Lichtenstein. "The Effect of Test Setting Upon Test-Retest Reliability of ImPACT Baseline Tests in High School Athletes". Neurology 98, nr 1 Supplement 1 (27.12.2021): S23.2—S23. http://dx.doi.org/10.1212/01.wnl.0000801956.01474.ba.
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ObjectiveTo determine the test-retest reliability of ImPACT baseline tests across different schools within the same larger concussion management program.BackgroundImPACT is the most widely used concussion management cognitive testing tool. Baseline testing is often required for high school sports participation. Typically, testing occurs every 2 years based on test-retest reliability statistics in previous studies. Demographic and environmental factors, such as age, sex, number of participants, and supervision, all impact baseline performance. Studies to date have not examined test-retest differences across testing sites, such as between school differences.Design/MethodsCross-sectional retrospective design. Valid baseline tests from high school athletes over a 2-year interval were included. Participants who experienced concussions prior to or between tests were excluded. A total of 979 student athletes from 5 schools were included. The Intra-class correlations were determined over a 2-year period for each ImPACT composite score and school.ResultsICC estimates averaged between schools reflected good reliability for visual-motor speed (0.833), visual memory (0.673) and reaction time (0.615) over the two-year period. Verbal memory (0.586) and impulse control (0.556) were less reliable. Between schools a greater range of composite reliability was observed for reaction time (0.484–0.730) and impulse control (0.461–0.655) compared to verbal memory (0.534–0.637), visual memory (0.61–0.719), and visual-motor speed (0.769–914).ConclusionsAs previously established, reliability of ImPACT baselines vary by composite. This study revealed that reliability also varies by setting, as different schools yielded different ICCs. Consistent with the literature, the most reliable measure was visual-motor speed. The greatest difference in reliability between schools was for reaction time. These results suggest that test setting and environment affect reliability of ImPACT baseline scores, with varying effects per composite. Attention must be paid to environmental setting to improve reliability of baseline cognitive test performance to maximize athlete safety.
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Franza, Annarita, i Giovanni Pratesi. "Learning Sciences from the Past: Recovery, Study, and Cataloging of a Historical Natural History School Museum". Education Sciences 14, nr 1 (11.01.2024): 80. http://dx.doi.org/10.3390/educsci14010080.
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School–museum partnerships have gained considerable attention in the academic literature in recent decades. However, their role in enhancing science education is still an under-researched topic. This work reports on the outcomes of the recovery, study, cataloging, and valorization of the 18th century geo-mineralogical collection belonging to the Collegio Nazareno, now housed at the Istituto San Giuseppe Calasanzio in Rome. The project, which was participated in by the students enrolled in the fourth- and fifth-grade high school classes, revealed rare specimens such as the mineralogical collection donated by the Holy Roman Emperor Joseph II (1741–1740) in 1785. Furthermore, the laboratory activities organized from the stored samples highlighted educational approaches that helped students to cope with the complexities of authentic scientific work and cultural related issues. This work thus offers significant insights into the importance of natural history school museums as useful (and oft-forgotten) learning tools in science education.
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Takdir, Muh, Wawan Karsiwan i Nasir Nasir. "Transformasi Nilai Efikasi Diri dalam Penguatan Budaya Mutu Sekolah". Kelola: Jurnal Manajemen Pendidikan 9, nr 1 (22.06.2022): 43–51. http://dx.doi.org/10.24246/j.jk.2022.v9.i1.p43-51.
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The aim of this study was to analyse the transformation process of self-efficacy values oriented towards strengthening the quality culture in schools. This study uses a qualitative design with an interactive model approach developed by Joseph A. Maxwell. This research was conducted at several Junior High School (SMP) of Muhammadiyah at Bogor Regency. Sources of data in this study were conducted through interviews, observations, document studies, and Focus Group Discussions (FGD) with research participants, including the Chairman of the Regional Leadership of Muhammadiyah (PDM) Bogor Regency, Chairman of the PDM District Primary and Secondary Educatio, school principals, teachers, staff, students, and representatives of parents/school committees taken purposively according to the needs of the research data. The results of the study show that the transformation of self-efficacy values oriented to a school quality culture can be seen in four indicators, namely the effectiveness of the performance of educators and education, the collaborative spirit of stakeholders, the development of a learning community in schools, and a conducive school climate. Strengthening the value of self-efficacy is not only limited to fulfilling the principle of professionalism, but also based on the religious spirit.
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Myers, Heather, Mary Poletti i Robert J. Butler. "Difference in Functional Performance on the Upper-Quarter Y-Balance Test Between High School Baseball Players and Wrestlers". Journal of Sport Rehabilitation 26, nr 3 (maj 2017): 253–59. http://dx.doi.org/10.1123/jsr.2015-0168.
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Context:The Upper Quarter Y-Balance Test (YBT-UQ) is a unique movement test where individuals perform at the limits of their stability, requiring the coordination of balance, proprioception, range of motion, and stabilization. It is not yet clear if performance on the YBT-UQ differs between sports with dissimilar emphasis on upper-extremity performance.Objective:To compare performance on the YBT-UQ between wrestlers, whose sport requires some degree of closed-chain activity, and baseball players, whose sport is primarily open kinetic chain in nature.Design:Cross-sectional.Setting:High school preparticipation physical assessment.Participants:24 healthy high school male wrestlers (mean age 16.12 ± 1.24 y) and 24 healthy high school male baseball players (mean age 15.79 ± 1.25 y).Interventions:All subjects performed the YBT-UQ, which requires reaching in 3 directions while maintaining a push-up position.Main Outcome Measures:The variables of interest include the maximum reach in each direction, as well as the composite score. In addition, asymmetries between limbs for each reach direction were compared.Results:Wrestlers performed significantly better than baseball players in the medial direction, inferolateral direction, and in composite scores. In the medial direction, wrestlers exhibited greater scores (P < .01) on both left and right limbs, 10.5 ± 10.2%LL and 9.95 ± 10.2%LL, respectively. Significant differences (P < .01) were also observed in the inferolateral direction, with a difference of 11.3 ± 12.0%LL on the left and 8.7 ± 11.0%LL on the right. Composite scores were higher (P < .01) for the wrestlers, with a difference of 7.0% on the left and 7.1% on the right.Conclusions:This study suggests that wrestlers perform better on the YBT-UQ than baseball players. The findings may suggest sport-specific normative data for the YBT-UQ in high school athletes.
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Hunt, Tamerah N., i Megan Byrd. "Comparison of Urban versus Industry Normative Values of Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT™)". International Journal of Environmental Research and Public Health 21, nr 3 (21.02.2024): 247. http://dx.doi.org/10.3390/ijerph21030247.
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Concussion baseline testing has been advocated for the assessment of pre-morbid function. When individual baseline scores are unavailable, utilizing normative values is recommended. However, the validity of generalizing normative data across multiple socioeconomic environments is unknown. Objective: mimic the normative data creation of ImPACT™ to examine the effect of socioeconomic status (SES) on ImPACT™ composite scores. Methods: A retrospective cross-sectional design analyzed completed computerized neuropsychological test data (ImPACT™) obtained to establish the baseline scores of cognitive function from males aged 13–15 years (n = 300) and 16–18 years (n = 331) from an urban high school system. Comparisons between baseline scores and normative ImPACT™ values were calculated utilizing t-tests with ImPACT™ composite scores serving as dependent variables. Results: significant differences between age-dependent urban composite scores and ImPACT™ normative values for 13–15- and 16–18-year-olds were found for Composite Verbal Memory, Composite Visual Memory, Composite Motor and Composite Reaction Time (p < 0.01). Conclusions: Significant differences exist between urban high school athletes and ImPACT™-provided age-dependent normative scores, with urban participants performing below age-dependent normative values. These findings support establishing SES appropriate normative values when baseline test scores are not available for direct comparison in order to provide better evaluation and post-concussion management across diverse populations.
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Galimullina, Alina R. "Functional-Grammatical Maximalism of Infinitive Poetry by Joseph Brodsky". Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, nr 3 (20.06.2023): 90–99. http://dx.doi.org/10.37482/2687-1505-v268.
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This paper is focused on the phenomenon of functional-grammatical maximalism of the independent infinitive, exemplified by Joseph Brodsky’s poetic texts. The expression in them of three predicative categories of the infinitive – time, person and mood – is analysed. The specific features of this expression include: a unique temporal plane of action, expressed in a literary text by the infinitive through its internal time, i.e. the aspect; a composite image of the subject of an infinitive text, i.e. a meta-subject, in which the Self of the speaker merges with the Self of the listener, represented by both the second and the third person or by the seeming absence of the person; and meditative modality characteristic of Brodsky’s infinitive writing, gravitating towards semantic hyperbolism, i.e. the theme of another, unattainable existence. The author used the functional-grammatical, semantic and contextual analyses, generally applied in poetic grammar. The analysis found a combination of homogeneity, formal minimalism and functional maximalism of the infinitive. In addition, the following lexical-grammatical methods of expressing this phenomenon were identified in Brodsky’s poems: the category of aspect and semantics of infinitives, which contribute to changing the nature of time in a poetic text and to expressing the subject’s attitude to the action of debitive, epistemic and meditative modality; additional temporal indicators in the form of secondary parts of the sentence helping to create a time cycle in the text; personal pronouns indicating the presence of persons in contact with the subject of the infinitive action. The phenomenon analysed in this paper can be explained by the nature of the infinitive, which is indefinite and ambiguous and, therefore, has high functional potential. This makes the topic under discussion interesting for linguists and calls for an in-depth study of this linguistic unit using different types of texts.
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Molefi, Rethabile Rosemary, i Musa Adekunle Ayanwale. "Using composite structural equation modeling to examine high school teachers' acceptance of E-learning after Covid-19". New Trends and Issues Proceedings on Humanities and Social Sciences 10, nr 1 (21.03.2023): 01–11. http://dx.doi.org/10.18844/prosoc.v10i1.8837.
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Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for teaching and learning in many fields of education compared to the face-to-face classroom environment. The purpose of this study is to explore high school teachers’ acceptance to continue teaching through e-learning platforms after COVID-19. Based on the framework of a unified theory of technology acceptance and use of technology, this study investigates the research questions in the context of Lesotho. The study adopted a quantitative approach, with a total number of 300 questionnaires collected from high school teachers. The result was analyzed using composite structural equation modeling. According to the study, instructors' acceptance of e-learning is influenced by several factors, which in turn has a significant impact on teachers' behavioral intentions in Lesotho. As a result of the study, individual challenges associated with using e-learning platforms were identified.
Keywords: Composite-SEM; educational quality; e-learning; self-efficacy; technology acceptance.
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Andreev, Alexander Alekseevich, i Anton Petrovich Ostroushko. "LISTER Joseph (1827-1912). To the 190th of the birthday". Vestnik of Experimental and Clinical Surgery 10, nr 2 (23.09.2017): 175. http://dx.doi.org/10.18499/2070-478x-2017-10-2-175.
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Joseph Lister – the largest English surgeon and scientist, the founder of antiseptics, President of the Royal society of surgeons, a member of the house of lords. Joseph Lister was born on 5 apr 1827 in England. In 1844 he graduated from high school, and in 1852, the medical faculty of the University of London and was appointed resident assistant College University hospital. The first scientific work of Lister was published in 1852 and was dedicated to the structure of the iris of the eye and its muscles. Soon Lister began working in the clinic of Professor George. Syme in Edinburgh and published lectures, devoted primarily to ophthalmology. In 1855 he became a member of the Royal College of surgeons and is a Professor in the George. Saimaa. In 1858 Lister became a surgeon of the Royal hospital in Edinburgh and at the same time began to read a course of surgery at the University. On 9 March 1860 he was appointed Professor of surgery in Glasgow. In 1867 in the journal "Lancet" published articles Lister, in which he argued the idea that wound infection is called a living beginning, introduced from the outside; was presented to combat surgical infection, comprising treating hand surgeon, surgical field and instruments, disinfection of the air by atomization of a solution of carbolic acid. In 1869 Lister was transferred to the surgical clinic in Edinburgh, and in 1877 he was given the chair of clinical surgery at king's College London. In 1884 Joseph Lister was given the title of baronet, from 1895 to 1900 he was President of the Royal society of surgeons; in 1897 appointed a member of the house of lords. In 1892 he was 65 years old and, according to the law, he had to leave the Department at the Royal College. Joseph Lister was made an honorary member of numerous universities and scientific societies, was awarded the Royal medal (1880), medal of Comenius (1877), albert (1894), Copley (1902); the order of merit (1902). Died Joseph Lister, on 10 February 1912 in Walmer. In honor of Joseph Lister has been named a genus of bacteria Listeria (Listeria), he is on the English postage stamp, issued in 1966.
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Aprirachman, Rozzy, i Dinda Merliana. "ANALISIS KEBERLANGSUNGAN USAHA PEMBENIHAN UDANG PT.SWADAYA MITRA PERKASA DI DESA LUK KECAMATAN RHEE KABUPATEN SUMBAWA TAHUN 2023". Jurnal Nusa Manajemen 1, nr 1 (1.03.2024): 16–32. http://dx.doi.org/10.62237/jnm.v1i1.41.
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This research was conducted with the aim of determining the level of business sustainability of PT. Swadaya Mitra Perkasa located in Luk Village, Rhee District, Sumbawa Regency. Companies that act as shrimp seed producers already have a wide market. PT. Swadaya Mitra Perkasa has a product called "Benur TOP". This research uses composite index analysis with MSI to see the level of business sustainability from 3 dimensions, namely economic, social and environmental dimensions. The population in the study consisted of 30 respondents obtained based on the Slovin sampling technique. The results of this research show that the overall economic dimension has a high business sustainability value, where the composite index value is > 0.68. while in the social dimension there is 1 indicator with a moderate business sustainability value. Namely the education indicator, where the educational background of PT employees. Swadaya Mitra Perkasa varies from elementary, middle school, high school, vocational school, D2 and S1 education levels. Then, in the environmental dimension, there is 1 indicator with a moderate sustainability value, namely appropriate pond model and construction. so it can be concluded in this research that the business sustainability of PT. Swadaya Mitra Perkasa is of high value.
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Seblova, Dominika, Kelly Peters, Susan Lapham, Laura Zahodne, Tara Gruenewald, Maria Glymour, Benjamin Chapman i Jennifer Manly. "High School Quality and 56-Year All-Cause Mortality Risk Across Race and Ethnicity". Innovation in Aging 4, Supplement_1 (1.12.2020): 505–6. http://dx.doi.org/10.1093/geroni/igaa057.1632.
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Abstract Having more years of education is independently associated with lower mortality, but it is unclear whether other attributes of schooling matter. We examined the association of high school quality and all-cause mortality across race/ethnicity. In 1960, about 5% of US high schools participated in Project Talent (PT), which collected information about students and their schools. Over 21,000 PT respondents were followed for mortality into their eighth decade of life using the National Death Index. A school quality factor, capturing term length, class size, and teacher qualifications, was used as the main predictor. First, we estimated overall and sex-stratified Cox proportional hazards models with standard errors clustered at the school level, adjusting for age, sex, composite measure of parental socioeconomic status, and 1960 cognitive ability. Second, we added an interaction between school quality and race/ethnicity. Among this diverse cohort (60% non-Hispanic Whites, 23% non-Hispanic Blacks, 7% Hispanics, 10% classified as another race/s) there were 3,476 deaths (16.5%). School quality was highest for Hispanic respondents and lowest for non-Hispanic Blacks. Non-Hispanic Blacks also had the highest mortality risk. In the whole sample, school quality was not associated with mortality risk. However, higher school quality was associated with lower mortality among those classified as another race/s (HR 0.75, 95% CI: 0.56-0.99). For non-Hispanic Blacks and Whites, the HR point estimates were unreliable, but suggest that higher school quality is associated with increased mortality. Future work will disentangle these differences in association of school quality across race/ethnicity and examine cause-specific mortality.
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Sattler, Leslie J., Kristie A. Thomas i Tamara L. Cadet. "Reactive Protection? Fear, Victimization, and Fighting Among U.S. High School Students". Journal of Interpersonal Violence 34, nr 17 (3.10.2016): 3666–90. http://dx.doi.org/10.1177/0886260516672054.
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Youth violence in high schools is a pervasive and persistent problem in the United States. Students engage in physical fights, experience bullying and teen dating violence (TDV), are threatened with weapons, and miss school due to safety concerns. However, despite theoretical support, research has not sufficiently addressed the relationship between students’ fear and fighting at school. This secondary analysis used data from the 2013 Youth Risk Behavior Survey ( n = 13,583) to examine the relationship between fear at school, victimization, and engagement in fighting at school among high school students. We created a 3-item composite fear variable, conducted logistic regression to examine likelihood of fighting, and multinomial regression to examine risk for multiple fights, and stratified all models by gender. Findings indicate that both male and female students who experienced fear were more likely to engage in fights at school than peers who did not experience fear, even when controlling for other factors. Likewise, the more fear incidents a student experienced, the more at risk they were for engaging in multiple fights. Findings on victimization indicate that the relationship with fighting is more straightforward for male students than for female students. For males, being bullied and experiencing multiple incidents of physical and sexual TDV were all associated with fighting at school. For females, however, only one type of victimization was associated with fighting at school: experiencing multiple incidents of physical TDV. Overall, findings suggest that fear may be more than merely a by-product of fighting, but rather—as the extant research supports—fear also can be generalized across situations and displayed through patterns of aggression. Findings support the need for interventions aimed at skill-building in areas of communication, emotion regulation, conflict resolution, and healthy relationships to help youth—particularly those in younger grades—negotiate interpersonal relationships without the use of violence.
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Kutywayo, Alison, Khuthala Mabetha, Nicolette P. Naidoo, Tshepo Mahuma, Paseka Njobe, Ronelle Hlongwane i Saiqa Mullick. "Learner experiences of safety at public high schools in three South African townships: Baseline findings from the National School Safety Framework learner surveys". Gates Open Research 6 (7.02.2022): 6. http://dx.doi.org/10.12688/gatesopenres.13328.1.
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Background: Despite progressive policies and frameworks on school safety by the Department of Basic Education, safety remains a concern in South African schools. Methods: A cross-sectional descriptive design was employed using the National School Safety Framework (NSSF) 152-question learner survey, exploring perceptions and experiences pertaining to eight safety domains: dangerous objects, drugs and alcohol, bullying, verbal abuse, physical violence, discrimination, sexual violence, and journey to and from school. Grade 9-11 learners from 15 government-funded high schools in the Girls Achieve Power trial in Khayelitsha, Soweto, and Thembisa townships were surveyed (March 2018 - April 2019), sampling 10% of the school population. Data analysis included Principal Component Analysis (PCA), reducing correlated variables into fewer questions, then analysis on a scree plot by calculating eigenvalues; repeated PCA with those that had a minimum eigenvalue of 1 and Cronbach Alpha test for internal reliability. Eleven composite variables were included in the final analysis. Results: In total, 1034 learners completed the NSSF learner survey; 52.9% were female and the mean age was 16 years (SD=1.36). Results show statistically significant associations between four of the 11 composite variables in relation to sex. Over half (55%) of males have experienced peer provocation and relational aggression (p<0.001). Fifty-eight percent of females reported feeling unsafe on their way to and from school (p<0.003). Over half of males reported that their school was not effective in enforcing discipline (p=0.002) while 58% of females noted they could comfortably report any form of experienced or witnessed violence at school, to their educators (p<0.000). Conclusions: Violence continues to be a concern in South African schools. Interventions should work across the ecological model to effectively prevent and reduce violence at school and community levels. Strengthened NSSF implementation is critical to achieving this. We recommend NSSF learner survey adaptations to increase utility and implementation.
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Kutywayo, Alison, Khuthala Mabetha, Nicolette P. Naidoo, Tshepo Mahuma, Paseka Njobe, Ronelle Hlongwane i Saiqa Mullick. "Learner experiences of safety at public high schools in three South African townships: Baseline findings from the National School Safety Framework learner surveys". Gates Open Research 6 (26.10.2023): 6. http://dx.doi.org/10.12688/gatesopenres.13328.2.
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Background Despite progressive policies and frameworks on school safety by the Department of Basic Education, safety remains a concern in South African schools. Methods A cross-sectional descriptive design was employed using the National School Safety Framework (NSSF) 152-question learner survey, exploring perceptions and experiences pertaining to eight safety domains: dangerous objects, drugs and alcohol, bullying, verbal abuse, physical violence, discrimination, sexual violence, and journey to and from school. Grade 9-11 learners from 15 government-funded high schools in the Girls Achieve Power trial in Khayelitsha, Soweto, and Thembisa townships were surveyed (March 2018 - April 2019), sampling 10% of the school population. Data analysis included Principal Component Analysis (PCA), reducing correlated variables into fewer questions, then analysis on a scree plot by calculating eigenvalues; repeated PCA with those that had a minimum eigenvalue of 1 and Cronbach Alpha test for internal reliability. Eleven composite variables were included in the final analysis. Results In total, 1034 learners completed the NSSF learner survey; 52.9% were female and the mean age was 16 years (SD=1.36). Results show statistically significant associations between four of the 11 composite variables in relation to sex. Over half (55%) of males have experienced peer provocation and relational aggression (p<0.001). Fifty-eight percent of females reported feeling unsafe on their way to and from school (p<0.003). Over half of males reported that their school was not effective in enforcing discipline (p=0.002) while 58% of females noted they could comfortably report any form of experienced or witnessed violence at school, to their educators (p<0.000). Conclusions Violence continues to be a concern in South African schools. Interventions should work across the ecological model to effectively prevent and reduce violence at school and community levels. Strengthened NSSF implementation is critical to achieving this. We recommend NSSF learner survey adaptations to increase utility and implementation.
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Kutywayo, Alison, Khuthala Mabetha, Nicolette P. Naidoo, Tshepo Mahuma, Paseka Njobe, Ronelle Hlongwane i Saiqa Mullick. "Learner experiences of safety at public high schools in three South African townships: Baseline findings from the National School Safety Framework learner surveys". Gates Open Research 6 (19.02.2024): 6. http://dx.doi.org/10.12688/gatesopenres.13328.3.
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Background Despite progressive policies and frameworks on school safety by the Department of Basic Education, safety remains a concern in South African schools. Methods A cross-sectional descriptive design was employed using the National School Safety Framework (NSSF) 152-question learner survey, exploring perceptions and experiences pertaining to eight safety domains: dangerous objects, drugs and alcohol, bullying, verbal abuse, physical violence, discrimination, sexual violence, and journey to and from school. Grade 9-11 learners from 15 government-funded high schools in the Girls Achieve Power trial in Khayelitsha, Soweto, and Thembisa townships were surveyed (March 2018 - April 2019), sampling 10% of the school population. Data analysis included Principal Component Analysis (PCA), reducing correlated variables into fewer questions, then analysis on a scree plot by calculating eigenvalues; repeated PCA with those that had a minimum eigenvalue of 1 and Cronbach Alpha test for internal reliability. Eleven composite variables were included in the final analysis. Results In total, 1034 learners completed the NSSF learner survey; 52.9% were female and the mean age was 16 years (SD=1.36). Results show statistically significant associations between four of the 11 composite variables in relation to sex. Over half (55%) of males have experienced peer provocation and relational aggression (p<0.001). Fifty-eight percent of females reported feeling unsafe on their way to and from school (p<0.003). Over half of males reported that their school was not effective in enforcing discipline (p=0.002) while 58% of females noted they could comfortably report any form of experienced or witnessed violence at school, to their educators (p<0.000). Conclusions Violence continues to be a concern in South African schools. Interventions should work across the ecological model to effectively prevent and reduce violence at school and community levels. Strengthened NSSF implementation is critical to achieving this. We recommend NSSF learner survey adaptations to increase utility and implementation.
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Aslan, Hüseyin, i Fatma Kesik. "An investigation of individual innovativeness characteristics of high school teachers according to certain variablesLise öğretmenlerinin bireysel yenilikçilik özelliklerinin çeşitli değişkenlere göre incelenmesi". Journal of Human Sciences 15, nr 4 (27.11.2018): 2215. http://dx.doi.org/10.14687/jhs.v15i4.5409.
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In this research, exploring the individual innovativeness levels of high school teachers is aimed. The research is designed as a descriptive survey and the sample of the research included 320 teachers working in 19 high schools in Şanlıurfa, Turkey. To collect data, translated form of “Individual Innovativeness” scale which is developed by Hurt, Joseph and Cook (1977) was used . Data of the research were analysed using such descriptive analysis as percentage, frequency, mean, standart deviation, t-test and one-way ANOVA. As a result of the study, the individual innovativeness category of the teachers was found as the “early-majority”. While the teachers’ opinions about their individual innovativeness showe no significant differences in terms of their genders, their opinions differed significantly according to their ages and the high school type they work in. Accordingly, young teachers and teachers working in science high schools were found to have higher individual innovation scores than older teachers and teachers working in Anatolian and vocational high schools. Accordingly, in order to make the teachers more innovative, it’s a must to abolish bureaucratic, organizatioanal and individual impediments; to encourage teachers to take risks.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada lise öğretmenlerinin bireysel yenilikçilik düzeylerinin tespit edilmesi amaçlanmaktadır. Betimsel tarama modelinde tasarımlanan araştırmanın örneklemini Şanlıurfa merkezde bulunan 19 okulda görev yapan toplam 320 öğretmen oluşturmaktadır. Araştırmada öğretmenlerin bireysel yenilikçilik düzeylerini ölçmek için Hurt, Joseph ve Cook (1977) tarafından geliştirilen “Bireysel Yenilikçilik Ölçeği’nin” Türkçe formu kullanılmıştır ve bu form Kılıçer ve Odabaşı (2010) tarafından geliştirilmiştir. Araştırma verilerinin analizinde betimleyici istatistikler kullanılmış ve bu kapsamda ortalama, frekans, yüzde, standart sapma, t-testi ve tek faktörlü varyans analizi (one-way ANOVA) gibi analizlere yer verilmiştir. Araştırma sonuçlarına göre, öğretmenlerin bireysel yenilikçilik düzeyleri orta düzeyde; yenilikçilik kategorileri ise “sorgulayıcı” kategorisindedir. Öğretmenlerin bireysel yenilikçilik özellikleri cinsiyetlerine gore anlamlı bir biçimde değişmezken; yaş ve görev yapılan lise türü değişkenleri bakımından anlamlı farklar göstermektedir. Bu doğrultuda, genç öğretmenlerin ve fen liselerinde görev yapan öğretmenlerin bireysel yenilikçilik düzeyleri ileri yaşlarda olan ve diğer liselerde (Anadolu ve Meslek liseleri) çalışan öğretmenlere göre daha yüksek bulunmuştur. Bu doğrultuda, öğretmenleri daha yenilikçi kılmak için mevcut bürokratik, örgütsel ve bireysel engellerin ortadan kaldırılması, öğretmenlerin yeni uygulamaları denemeye, risk almaya, işbirliği yapmaya, yaratıcı fikirlerini ifade etmeye ve paylaşmaya teşvik edilmesi gerekmektedir. Çalışmanın genellenebilirliğini arttırmak için çalışmanın farklı eğitim kademelerini de içerecek biçimde genişletilmesi, örneklem sayısının arttırılması sağlanabilir.
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Register-Mihalik, Johna K., Daniel L. Kontos, Kevin M. Guskiewicz, Jason P. Mihalik, Robert Conder i Edgar W. Shields. "Age-Related Differences and Reliability on Computerized and Paper-and-Pencil Neurocognitive Assessment Batteries". Journal of Athletic Training 47, nr 3 (1.05.2012): 297–305. http://dx.doi.org/10.4085/1062-6050-47.3.13.
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Context: Neurocognitive testing is a recommended component in a concussion assessment. Clinicians should be aware of age and practice effects on these measures to ensure appropriate understanding of results. Objective: To assess age and practice effects on computerized and paper-and-pencil neurocognitive testing batteries in collegiate and high school athletes. Design: Cohort study. Setting: Classroom and laboratory. Patients or Other Participants: Participants consisted of 20 collegiate student-athletes (age = 20.00 ± 0.79 years) and 20 high school student-athletes (age = 16.00 ± 0.86 years). Main Outcome Measure(s): Hopkins Verbal Learning Test scores, Brief Visual-Spatial Memory Test scores, Trail Making Test B total time, Symbol Digit Modalities Test score, Stroop Test total score, and 5 composite scores from the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) served as outcome measures. Mixed-model analyses of variance were used to examine each measure. Results: Collegiate student-athletes performed better than high school student-athletes on ImPACT processing speed composite score (F1,38 = 5.03, P = .031) at all time points. No other age effects were observed. The Trail Making Test B total time (F2,66 = 73.432, P < .001), Stroop Test total score (F2,76 = 96.85, P = < .001) and ImPACT processing speed composite score (F2,76 = 5.81, P = .005) improved in test sessions 2 and 3 compared with test session 1. Intraclass correlation coefficient calculations demonstrated values ranging from 0.12 to 0.72. Conclusions: An athlete's neurocognitive performance may vary across sessions. It is important for clinicians to know the reliability and precision of these tests in order to properly interpret test scores.
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Beer, Joe, i John Beer. "Depression, Self-Esteem, Suicide Ideation, and GPAs of High School Students at Risk". Psychological Reports 71, nr 3 (grudzień 1992): 899–902. http://dx.doi.org/10.2466/pr0.1992.71.3.899.
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131 subjects completed the Beck Depression Inventory, Coopersmith's Self-esteem Inventory—Short Form, the first 11 questions of the Beck Scale of Suicide Ideation, and gave some background information. The students receiving free or reduced-cost lunches scored lower on self-esteem, while students who had been absent more than 15 times scored higher on depression and suicide ideation and had lower GPAs than students who were not absent as often but had similar scores on self-esteem. Students who were below the 25th percentile on the SRA Composite score had lower GPAs. 9 students in special education in Learning Disabilities and Behavioral Disordered categories had scores similar to those of 121 regular education students on depression, self-esteem, suicide ideation, and GPA. Indicators for children at-risk provide clues about how children think about themselves, others, and the world in which they live.
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Rajasekhar P i Babu T Jose. "Influence of Mathematical and Astronomical Developments in Medieval Kerala on Vāstuśāstra". Mathematical Journal of Interdisciplinary Sciences 7, nr 2 (6.03.2019): 111–16. http://dx.doi.org/10.15415/mjis.2019.72014.
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The contribution in the field of mathematics is unparalleled. The concept of zero and the place value system is alone sufficed to place India in a high pedestal. Historians were generally under the impression that Indian supremacy in Mathematics came to an end with Bhaskaracharya (1114–1185) who is also known as Bhaskara II.Recent researches and publications of books like ‘Crest of the peacock’ written by George Gheverghese Joseph, has brought out the marvelous achievements of Southern India, especially Kerala region after the period of Bhaskaracharya which produced many results surpassing the Europeans in its indigenous style till the advent of Western Education system in early 19th Cent. This medieval contribution includes mathematical analysis and first steps in Calculus and many outstanding discoveries in astronomy. These contributions in Mathematics as well as in Astronomy are now grouped and studied under the title “Kerala School”. Accordingly, Sangamagrama Madhava (14th Cent.), doyen of Kerala School, is recognized as the ‘Father of infinitesimal Analysis’.In this paper the attempt is made to analyse the influence of Kerala School in the development of traditional building science and architecture. This branch of knowledge is generally categorized under the term ‘Vāstuśāstra’.`
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Collins, Michael W., Melvin Field, Mark R. Lovell, Grant Iverson, Karen M. Johnston, Joseph Maroon i Freddie H. Fu. "Relationship between Postconcussion Headache and Neuropsychological Test Performance in High School Athletes". American Journal of Sports Medicine 31, nr 2 (marzec 2003): 168–73. http://dx.doi.org/10.1177/03635465030310020301.
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Background: The relevance of headache to outcome after sports-related concussion is poorly understood. Hypotheses: High school athletes reporting headache approximately 1 week after injury will have significantly more other concussion symptoms and will perform more poorly on neuropsychological tests than athletes not experiencing headache. Study Design: Prospective cohort study. Methods: Study participants included 109 high school athletes who had sustained concussion and who were divided into two groups: those reporting headache 7 days after injury and those reporting no headaches. The two groups were compared regarding on-field markers of concussion severity at the time of injury and symptoms and neurocognitive test results collected via ImPACT, a computerized neuropsychological test battery and postconcussion symptom scale, at a mean of 6.8 days after injury. Results: Athletes reporting posttraumatic headache demonstrated significantly worse performance on reaction time and memory ImPACT neurocognitive composite scores. These athletes also reported significantly more symptoms other than headache and were more likely to have demonstrated on-field anterograde amnesia. Conclusions: Findings suggest that any degree of postconcussion headache in high school athletes 7 days after injury is likely associated with an incomplete recovery after concussion.
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Hawkins, Georgianne Tiu, Seung Hee Lee, Shannon L. Michael, Caitlin L. Merlo, Sarah M. Lee, Brian A. King, Catherine N. Rasberry i J. M. Underwood. "Individual and Collective Positive Health Behaviors and Academic Achievement Among U.S. High School Students, Youth Risk Behavior Survey 2017". American Journal of Health Promotion 36, nr 4 (30.12.2021): 651–61. http://dx.doi.org/10.1177/08901171211064496.
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Purpose We examined associations between academic grades and positive health behaviors, individually and collectively, among U.S. high school students. Design Cross-sectional study design. Setting: Data were from the 2017 national Youth Risk Behavior Survey. Response rates were 75% for schools, 81% for students, and 60% overall (n = 14,765 students). Subjects Youth in grades 9th–12th. Measures We focused on youth behaviors that can prevent or delay the onset of chronic health conditions. Seven dietary, 3 physical activity, 2 sedentary screen time, and 4 tobacco product use behaviors were assessed. Variables were dichotomized (0/1) to indicate that a score was given to the positive health behavior response (e.g.,, did not smoke cigarettes = 1). A composite score was created by summing each positive health behavior response among 16 total health behaviors. Analysis Multivariable logistic regression analyses for each individual health behavior, and a multivariable negative binomial regression for the composite score, were conducted with self-reported academic grades, controlling for sex, grade in school, race/ethnicity, and body mass index (BMI) categories. Results Controlling for covariates, students who reported mostly A’s had 2.0 ( P < .001) more positive health behaviors; students who reported mostly B’s had 1.3 ( P < .001) more positive health behaviors; and students who reported mostly C’s had .78 ( P < .001) more positive health behaviors, compared to students who reported mostly D’s/F’s. Conclusions Higher academic grades are associated with more positive individual and cumulative health behaviors among high school students. Understanding these relationships can help inform efforts to create a healthy and supportive school environment and strive for health equity.
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Datoc, A., i L. Lashley. "Self-Reported History of Seizure, Baseline Neurocognitive Performance, and Symptoms Reported in High School Athletes". Archives of Clinical Neuropsychology 34, nr 5 (lipiec 2019): 777. http://dx.doi.org/10.1093/arclin/acz026.47.
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Abstract Purpose To examine whether a self-reported history of seizure is associated with differences in baseline neurocognitive performance and total reported symptoms. Methods Data was derived from a de-identified Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) database of high school athletes in Florida. After inclusion and exclusion criteria were applied, athletes were separated into groups dependent on self-reported history of seizure. 260 athletes (Mage=15.49, SD=1.26; 57.1% male) reported a history of seizure, and 260 athletes were randomly selected from those with no such history (Mage=15.64, SD=1.22; 61.1% male). Results ANOVA (alpha=.05) revealed significant differences between groups on the visual memory composite (F[1,559]=4.915, p=.027) and total symptom score (F[1,559]=28.596, p<.001) at baseline. Athletes with a self-reported history of seizure performed significantly worse than athletes without on visual memory and reported significantly higher total symptom scores. No significant between-group differences were found on the other composites of ImPACT. Conclusion The association between seizure history and decreased neurocognitive performance has been documented in the neuropsychological literature, and may be explained by differences at a microstructural level such as differences in white matter integrity (Yassine et al., 2018). While these microstructural differences have implications on cognitive functioning and symptomatology, the present study surprisingly found comparable scores between athletes with a history of seizure and those without. Previous researchers published similar findings; however, differences were observed on the visual-motor speed composite of ImPACT (Zalneraitis et al., 2017). The inconsistencies and small effect sizes in the present literature highlight the need for investigators to determine the clinical significance of these results in concussion evaluations.
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Kuhn, Andrew Warren, i Gary S. Solomon. "Supervision and Computerized Neurocognitive Baseline Test Performance in High School Athletes: An Initial Investigation". Journal of Athletic Training 49, nr 6 (1.12.2014): 800–805. http://dx.doi.org/10.4085/1062-6050-49.3.66.
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Context:Computerized neuropsychological testing batteries have provided a time-efficient and cost-efficient way to assess and manage the neurocognitive aspects of patients with sport-related concussion. These tests are straightforward and mostly self-guided, reducing the degree of clinician involvement required by traditional clinical neuropsychological paper-and-pencil tests.Objective:To determine if self-reported supervision status affected computerized neurocognitive baseline test performance in high school athletes.Design:Retrospective cohort study.Settings:Supervised testing took place in high school computer libraries or sports medicine clinics. Unsupervised testing took place at the participant's home or another location with computer access.Patients or Other Participants:From 2007 to 2012, high school athletes across middle Tennessee (n = 3771) completed computerized neurocognitive baseline testing (Immediate Post-Concussion Assessment and Cognitive Testing [ImPACT]). They reported taking the test either supervised by a sports medicine professional or unsupervised. These athletes (n = 2140) were subjected to inclusion and exclusion criteria and then matched based on age, sex, and number of prior concussions.Main Outcome Measure(s):We extracted demographic and performance-based data from each de-identified baseline testing record. Paired t tests were performed between the self-reported supervised and unsupervised groups, comparing the following ImPACT baseline composite scores: verbal memory, visual memory, visual motor (processing) speed, reaction time, impulse control, and total symptom score. For differences that reached P < .05, the Cohen d was calculated to measure the effect size. Lastly, a χ2 analysis was conducted to compare the rate of invalid baseline testing between the groups. All statistical tests were performed at the 95% confidence interval level.Results:Self-reported supervised athletes demonstrated better visual motor (processing) speed (P = .004; 95% confidence interval [0.28, 1.52]; d = 0.12) and faster reaction time (P < .001; 95% confidence interval [−0.026, −0.014]; d = 0.21) composite scores than self-reported unsupervised athletes.Conclusions:Speed-based tasks were most affected by self-reported supervision status, although the effect sizes were relatively small. These data lend credence to the hypothesis that supervision status may be a factor in the evaluation of ImPACT baseline test scores.
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Sitlington, Patricia L., i Alan R. Frank. "Rural vs. Urban: Does it Affect the Transition of Individuals with Disabilities?" Rural Special Education Quarterly 13, nr 1 (marzec 1994): 9–15. http://dx.doi.org/10.1177/875687059401300103.
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The authors of this study compared the adult adjustment of a statewide random sample of 399 graduates and dropouts from high schools in rural areas with the adjustment of a statewide random sample of 541 of their counterparts from high schools in urban areas. These individuals were classified as learning disabled, behaviorally disordered, or mentally disabled. Information is provided on their employment, fringe benefits, living arrangements, and postsecondary education one and three years out of school. An overall composite delineating the level of successful adjustment of these individuals three years after leaving school is also provided.
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JOSEPH, NICOLE M., MESERET F. HAILU i JAMAAL SHARIF MATTHEWS. "Normalizing Black Girls' Humanity in Mathematics Classrooms". Harvard Educational Review 89, nr 1 (1.03.2019): 132–55. http://dx.doi.org/10.17763/1943-5045-89.1.132.
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In this article, Nicole Joseph, Meseret Hailu, and Jamaal Matthews argue that Black girls' oppression in the United States is largely related to the dehumanization of their personhood, which extends to various institutions, including secondary schools and, especially, mathematics classrooms. They contend that one way to engage in educational equity and social-justice-focused education is to teach Black girls in the classroom in a way that is humanizing. With this idea in mind, they explore relationships between Black girls' humanity and mathematics teaching and learning. Using interviews with ten Black adolescent girls representing varying levels of engagement in mathematics and enrolled in middle and high school math courses, the authors argue that inclusive pedagogies can be used to humanize this marginalized student group.
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Abdul-Ganiyu, Fuseini, Benjamin Adu Obeng, Bright Asare i Yarhands Dissou Arthur. "Effects of Mother Tongue Instruction on Students Mathematical Achievement in the Bekwai Municipal, Ghana". Golden Ratio of Social Science and Education 4, nr 1 (24.04.2024): 67–74. http://dx.doi.org/10.52970/grsse.v4i1.395.
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The study examined the effect of the mother tongue teaching on students' mathematical achievement. From St. Joseph Senior High Technical School, two experimental classes and one control class were chosen. While the control group was instructed only in English, the first experimental group was instructed exclusively in their native language (Twi), whereas the second experimental class was instructed using mother tongue (Twi) as an additional medium of instruction. The results of the pre-test and post-test were statistically examined using the t-test. The findings showed that using Twi as the sole teaching language and using English as the only training language were equally unsuccessful, while mother tongue (Twi) was found to be statistically significant in improving students’ mathematics achievement.
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Rusilowati, Ani, Ridho Adi, Mahardika Prasetya i Bambang Subali. "Development of Waves Critical Thinking Test: Physics Essay Test for High School Student". European Journal of Educational Research 12, nr 4 (15.10.2023): 1781–94. http://dx.doi.org/10.12973/eu-jer.12.4.1781.
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<p style="text-align: justify;">This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.</p>
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Knell, Gregory, Scott O. Burkhart, Todd J. Caze, John D. Polousky, Harold W. Kohl i Sarah E. Messiah. "Association Between Concussion History and Factors Relating to Cognitive, Behavioral, and Emotional Health Among American High School Athletes: A Cross-sectional Analysis". American Journal of Sports Medicine 48, nr 10 (21.07.2020): 2534–43. http://dx.doi.org/10.1177/0363546520938776.
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Background: The cognitive, behavioral, and emotional deficits that may be associated with sports-related concussions among adolescents are unclear. Purpose: To examine the association between reported concussion history and factors relating to cognitive, behavioral, and emotional health among a population-based sample of US high school–aged adolescents. Study Design: Cross-sectional study; Level of evidence, 3. Methods: Participants included a representative sample of US high school student-athletes who reported a concussion history (in the past 12 months) and relevant behaviors/outcomes within 3 domains: cognitive (academics, difficulty concentrating), behavioral (drinking and driving, carrying a weapon, physically fighting, tobacco use, marijuana use, binge drinking), and emotional (symptoms of depression, suicidal thoughts/actions). The adjusted relative odds of experiencing 0 and at least 1, 2, 3, or ≥4 concussions were modeled while mutually adjusting for the behaviors of interest in addition to age, race/ethnicity, and sleep problems. Data were reported in sex stratum. Results: A total of 13,268 participants were included in the unweighted data set. Overall, 14.5% (95% CI, 12.9%-16.2%) of female and 18.1% (95% CI, 16.4%-19.8%) of male student-athletes had at least 1 concussion in the past 12 months. As compared with those who reported not engaging in any of the behaviors deleterious to health or having had any of the negative health outcomes (composite score of 0), female athletes with composite scores of 1 to 4, 5 to 7, and 8 to 11 were 1.94 (95% CI, 1.55-2.43), 3.13 (95% CI, 2.30-4.33), and 6.05 (95% CI, 3.75-9.75) times more likely to have a recent history of concussions after accounting for relevant factors. As compared with those having a composite score of 0, male athletes with composite scores of 1 to 4, 5 to 7, and 8 to 11 were 2.03 (95% CI, 1.58-2.59), 3.80 (95% CI, 2.71-5.34), and 8.23 (95% CI, 4.91-13.77) times more likely to have a recent history of concussions after accounting for relevant factors. Conclusion: Self-reported concussions among US high school athletes is related to several deleterious health behaviors and outcomes. These associations should be confirmed in longitudinal analyses.
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Blankenberger, Bob, Eric Lichtenberger, M. Allison Witt i Doug Franklin. "Diverse Students, High School Factors, and Completion Agenda Goals: An Analysis of the Illinois Class of 2003". Education and Urban Society 49, nr 5 (19.04.2016): 518–45. http://dx.doi.org/10.1177/0013124516644047.
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Illinois education policymakers have adopted the completion agenda that emphasizes increasing postsecondary credential attainment. Meeting completion agenda goals necessitates addressing the achievement gap. To aid in developing policy to support improved completion, this study analyzes a comprehensive statewide dataset of the 2003 Illinois high school graduating class attending 4-year institutions using Cox regression survival analysis. Study findings indicate that African American (0.768 odds ratio) and Hispanic students (0.746) were significantly less likely to complete a baccalaureate degree within 7 years of graduating from high school when compared with their White peers. Furthermore, significance held regardless of income level. Several factors significantly related to improved likelihood of baccalaureate completion were identified including high school composite American College Testing (ACT) score, dual credit and advanced placement (AP) course taking, type of curriculum, ACT English and mathematics scores, and completing the ACT core curriculum. Analysis was conducted by race and income to compare the differences in significance across these groups.
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Walton, Kate, Jeff Allen, Maxwell Box, Dana Murano i Jeremy Burrus. "Social and Emotional Skills Predict Postsecondary Enrollment and Retention". Journal of Intelligence 11, nr 10 (22.09.2023): 186. http://dx.doi.org/10.3390/jintelligence11100186.
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Introduction. Social and emotional (SE) skills are known to be linked to important life outcomes, many of which fall into the academic domain. For example, meta-analytic data show that the skill of Sustaining Effort is nearly or just as important for academic performance as intelligence. In a recent study with long-term tracking of high school students, those who came from schools with a strong emphasis on SE skill development were more likely to enroll in college within two years of high school graduation. Longitudinal studies like this one are rare, however. Method. The focus of the present study is on the SE skills of 6662 students assessed during high school and their relationship with high school academic performance, standardized college admissions test performance, and ultimately postsecondary enrollment and retention. Results. We examined mean-level differences in household income, high school GPA, ACT Composite scores, and SE skills by college enrollment and retention status and found several significant differences, often favoring the enrolled or retained group. Moreover, we found support for the incremental validity of SE skills as they predicted enrollment and retention above household income, high school GPA, and ACT scores. Discussion. Understanding SE skills’ effects on later academic outcomes is important to help inform early SE skill intervention and development efforts in secondary and postsecondary settings. Additional implications and future directions are discussed.
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Wurf, Gerald. "High School Anti-Bullying Interventions: An Evaluation of Curriculum Approaches and the Method Of Shared Concern in Four Hong Kong International Schools". Australian Journal of Guidance and Counselling 22, nr 1 (czerwiec 2012): 139–49. http://dx.doi.org/10.1017/jgc.2012.2.
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The challenge for high schools to adopt effective measures to reduce bullying has been underscored by international media coverage highlighting the consequences of school bullying. Despite whole-school anti-bullying programs being accepted as the best evidence-based approaches to intervention, research continues to yield ambiguous findings, and only a limited number of studies have been conducted in secondary schools to systematically evaluate the components of this approach. The aim of this study was to investigate the effectiveness of anti-bullying interventions in four international secondary schools in Hong Kong. Schools were randomly assigned to: (a) a whole-school intervention, (b) a curriculum and Shared Concern intervention at Year 7, (c) a Shared Concern intervention at Year 7 and (d) a control school. Year 7 students in the four schools anonymously completed a bullying questionnaire at the beginning (N = 545) and end of the school year (N = 549). A highly significant main effect for schools was found between pre-test and post-test composite bullying scores (F = 7.70, p < .001). Results showed the most significant reductions occurred when a whole-school intervention was used (F = 10.73, p < .001). The research provides strong support for use of whole-school preventative/management interventions and the effective components of this approach are discussed.
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Woods, Scott Christopher, Jennifer Grace Cromley i Donald Gene Hackmann. "Relationships between the middle school concept and student demographics". Journal of Educational Administration 58, nr 3 (8.03.2020): 265–81. http://dx.doi.org/10.1108/jea-04-2019-0071.
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PurposeThis study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels.Design/methodology/approachThis quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5–9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT.FindingsSchools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together.Practical implicationsMSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores.Social implicationsLack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color.Originality/valueThis study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC.
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Ridwan, Muhammad Rais, Samsul Hadi, Jailani Jailani i Heri Retnawati. "The instrument development to measure the verbal ability of prospective high school students". International Journal of Evaluation and Research in Education (IJERE) 12, nr 1 (1.03.2023): 357. http://dx.doi.org/10.11591/ijere.v12i1.22736.
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An alternative for determining an accurate major for prospective high school students is not only based on academic scores but also on the results of the scholastic aptitude test (SAT). Verbal ability is an SAT subtest that assesses language management, vocabulary, and problem-solving abilities through a complete language study. This study developed a verbal ability test instrument for junior high school students consisting of the ability of synonyms, antonyms, and analogies. The data was collected from 300 junior high school students in grade nine who took a test with dichotomous data. The data analysis approach used one-order confirmatory factor analysis (CFA) with correlation factors. The results showed that CFA with correlation factors indicated the construct validity of the instrument was valid with the index criteria value =446.80, <em>df</em>=389, <em>p</em>-value=0.02267, root mean squared error of approximation (RMSEA)=0.022, goodness of fit index (GFI)=0.91, adjusted goodness-of-fit (AGFI)=0.89, and comparative fit index (CFI)=0.98. Then, construct reliability has good reliability with coefficient values for each dimension of 0.93, 0.95, and 0.84. As for the composite reliability of 0.88. It shows that using the verbal ability test instrument is feasible and has a reliable scale to measure the ability of junior high school students.
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Fajriaturrizqoh, Iko, Imas Kania Rahman i Yono Yono. "Pola Komunikasi Interpersonal antara Guru dengan Murid Berkebutuhan Khusus di SMP Inklusi Sada Ibu". Komunika: Journal of Communication Science and Islamic Dakwah 4, nr 1 (19.06.2020): 48. http://dx.doi.org/10.32832/komunika.v4i1.4895.
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<p class="15bIsiAbstractBInggris"><em>This research was conducted to describe the interpersonal communication patterns between teachers and students’ ith special needs at the Sada Ibu Inclusion Junior High School Cirebon City in the teaching and learning process. The reseach method used by the author is descriptive qualitative, that is research that produces descriptive data in the form of written ord from the person being observed. Data collection techniques used are observation, direct interview techniques to trusted sources, and documentation. From the result of the reseach that has been done, that the communication between Sada Ibu Inclusive Junior High School teacher are students ith special needs is categorized according to primary, secondary, linear and circular communication patterns which refer to Joseph A. DeVito’s theory of the effectiveness of interpersonal communication. However, in circular communication patterns the responses given tend to be passive because the feedback is not one hundred percent running optimally, the level limitation of students with various special needs</em><em>.</em><em></em></p><p><strong>Abs</strong><strong>trak</strong></p><p>Penelitian ini dilakukan untuk menggambarkan pola komunikasi interpersonal antara guru dengan murid berkebutuhan khusus di Sekolah Menengah Pertama Inklusi Sada Ibu Kota Cirebon dalam proses belajar mengajar. Metode penelitian yang digunakan oleh penulis adalah deskriptif kualitatif, yaitu penelitian yang menghasilkan data deskriptif berupa tulisan kata-kata dari orang yang diamati. teknik pengumpulan data yang digunakan yakni dengan observasi, teknik wawancara secara langsung dengan narasumber terpercaya, dan dokumentasi. Dari hasil penelitian yang telah dilakukan, bahwa komunikasi guru SMP Inklusi Sada Ibu dengan murid berkebutuhan khusus dikategorikan telah sesuai dengan pola komunikasi primer, sekunder, linear dan sirkular yang mengacu pada teori Joseph A. DeVito tentang efektifitas komunikasi interpersonal. Namun pada pola komunikasi sirkular respon yang diberikan cenderung pasif karena feedback tidak seratus persen berjalan secara maksimal karena tingkat keterbatasan murid berkebutuhan khusus yang bermacam-macam..</p>
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Pearcy, Mark, i Jeremiah Clabough. "Demagogues and the “Guardrails of Democracy”". Social Studies Research and Practice 13, nr 3 (19.11.2018): 345–56. http://dx.doi.org/10.1108/ssrp-05-2018-0022.
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Purpose Contemporary American politics has been characterized by excessive, vitriolic rhetoric since the 2016 presidential victory of Donald Trump. However, Donald Trump’s brand of politics is nothing new. He is the inheritor and latest proponent for a brand of American politics that utilizes demagogic rhetoric. The purpose of this paper is to provide an overview of demagoguery along with the traits of demagogic rhetoric. Two activities for the high school classroom are given that look at the demagogic rhetoric employed by Joseph McCarthy and George Wallace, two of the most infamous political demagogues of the twentieth century. Design/methodology/approach With the first activity, McCarthy’s “Enemies from Within Speech” is analyzed by breaking down the speech with Gustainis’ seven traits of demagoguery (1990). Similarly in the second activity, George Wallace’s inaugural address is examined with Gustainis’ seven traits of demagoguery, and then, the authors provide a series of activities that students can do to protest the demagogic rhetoric in Wallace’s inaugural address. Finally, an appendix is provided with additional speeches from American demagogues that social studies teachers can use to teach about elements of demagoguery. Findings In this paper, the authors provide an overview of demagoguery along with the traits of demagogic rhetoric. Two activities for the high school classroom are given that look at the demagogic rhetoric employed by Joseph McCarthy and George Wallace, two of the most infamous political demagogues of the twentieth century. Originality/value Contemporary American politics has been characterized by excessive, vitriolic rhetoric since the 2016 presidential victory of Donald Trump. However, Donald Trump’s brand of politics is nothing new. He is the inheritor and latest proponent for a brand of American politics that utilizes demagogic rhetoric. In this paper, the authors provide an overview of demagoguery along with the traits of demagogic rhetoric. Students need to be able to critically examine demagogic rhetoric to hold elected officials accountable for their words, actions and policies.