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Статті в журналах з теми "Minami High School"
Bakri, Sitty Nur Syafa, Suriana Lasaraiya, Nurliyana Juhan, and Che Haziqah Che Hussin. "ENCOURAGING STEM INTEREST AMONG HIGH SCHOOL STUDENTS THROUGH JIC AND YSSC COMPETITION." Journal of Information System and Technology Management 6, no. 23 (November 30, 2021): 164–79. http://dx.doi.org/10.35631/jistm.623015.
Повний текст джерелаBach Thi Phuong, Thanh, and Ninh Tran Trung. "Teaching STEM with the topic “Research on the process and manufacture of mini fire extinguisher equipment” to develop students' ability to apply knowledge and skills." Journal of Science Educational Science 66, no. 4E (November 2021): 248–57. http://dx.doi.org/10.18173/2354-1075.2021-0205.
Повний текст джерелаPuji Utomo, Heru, Nurhidayat Nurhidayat, Agam Akhmad Syaukani, and Nur Subekti. "Survey Minat Olahraga Petanque pada SMA & SMK." Jurnal Porkes 5, no. 2 (December 30, 2022): 684–94. http://dx.doi.org/10.29408/porkes.v5i2.6417.
Повний текст джерелаPieczka, Adam, Andreas Ertl, Mateusz P. Sęk, Diana Twardak, Sylwia Zelek, Eligiusz Szełęg, and Gerald Giester. "Oxy-dravite from Wołowa Góra Mountain, Karkonosze massif, SW Poland: Crystallochemical and structural studies." Mineralogical Magazine 82, no. 4 (February 28, 2018): 913–28. http://dx.doi.org/10.1180/minmag.2017.081.069.
Повний текст джерелаAhmad, Nursyahirah, and Denis Lajium. "LEARNING ENVIRONMENT AND INTEREST IN STEM CAREER." International Journal of Modern Education 2, no. 6 (September 15, 2020): 28–49. http://dx.doi.org/10.35631/ijmoe.26004.
Повний текст джерелаBosi, Ferdinando, Giovanni B. Andreozzi, Ulf Hålenius, and Henrik Skogby. "Experimental evidence for partial Fe2+ disorder at the Y and Z sites of tourmaline: a combined EMP, SREF, MS, IR and OAS study of schorl." Mineralogical Magazine 79, no. 3 (June 2015): 515–28. http://dx.doi.org/10.1180/minmag.2015.079.3.01.
Повний текст джерелаAbu El-Enen, M. M., and M. Okrusch. "The texture and composition of tourmaline in metasediments of the Sinai, Egypt: Implications for the tectono-metamorphic evolution of the Pan-African basement." Mineralogical Magazine 71, no. 1 (February 2007): 17–40. http://dx.doi.org/10.1180/minmag.2007.071.1.17.
Повний текст джерелаДисертації з теми "Minami High School"
Rezende, Valeria Moreira. "Da escola de excelência à escola de aparência: análise das condições e interferências na qualidade do ensino médio regular, em duas escolas da rede pública estadual de Minas Gerais." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10622.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This investigation, made in the perspective of the studies about school culture focuses, specifically, on what is understood by quality of regular high school in the state public network in Minas Gerais, in the ambit of the Reference Schools Program PER. As the target for our research, two public schools from the countryside of Minas Gerais were chosen as reference schools. The data collection was done from 2005 to 2007, with help from built and tested instruments, including: analysis of documents, observations of the school reality, interviews, application of inquiries and chats were held and involving, in both schools, the different school agents involved in the PER (2 technicians from the Regional Secretary s office, 2 supervisors, 2 school managers, 12 teachers and 24 students from High-school). With the theoretical support of authors such as: Barroso, Bourdieu, Canário. Hutmacher, Krawczik, Kuenzer, Marchesi and Martin, Mitrulis, Nóvoa and Zibas, the research investigates the hypothesis that the quality of teaching that both schools offer is linked to the way how they conceive the general formation of its students (as one school privileges a kind of high school marked by the expectative related to the SAT, by its rigidity in the way to behave and disciplinary action, by offering a content-based and traditional teaching and by the distancing in the teacher-student relation, the other school, prioritizes the social formation and integration of the student in society, attending his/her social difficulties, trying to work them to go beyond the simple offering of the contents studied). These were orienting questions of the research: What are the determinants of the differences in the offered quality at high-school by the two schools researched, which belong to a same school network and that develop the same improvement project of teaching quality? How do these factors interfere in the pedagogical activities, in the administrative and financial organization of the school and in the development started by both? How do these differences detected relate to the teaching quality of regular high-school inside both schools? Thus, the objectives of the research predicted: a) to analyze differences and similarities in the organization of both schools, understanding that these determinant traces mark the limits and possibilities of the school work and of the general formation of students, and b) to present and analyze the ways of working the PER and in what measure the characteristics of each school interfere in this differentiated development. The data collected were organized and analyzed from three great index groups of school realities, which are: school management, pedagogical work and curriculum. The results confirmed the hypothesis investigated and revealed a Program, whose rhetoric proposes to rescue teaching quality still susceptible to vague stances. The curricular upgrade proposed revealed itself as distant from the reality of the schools researched and each and every one of them, as an answer, finds it own ways to escape from the mismanagements and makes its own identity prevail. At last, the results also allowed limiting conceptually the idea of quality in education in general and, particularly, in teaching, be it high school teaching or not
Esta investigação, realizada na perspectiva dos estudos sobre a cultura escolar focaliza, especificamente, o que se entende por qualidade do ensino médio regular na rede pública estadual em Minas Gerais, no âmbito do Programa Escolas de Referência PER. Tomou-se como alvo da pesquisa, duas escolas públicas do interior de Minas Gerais, escolhidas como escolas-referência. A coleta de dados foi realizada no período de 2005/2007, com auxílio de instrumentos construídos e testados, incluindo: análise de documentos, observações da realidade escolar, entrevistas, aplicações de questionários e realização de rodas de conversa e envolvendo, em ambas as escolas, os diferentes agentes escolares envolvidos no PER ( 2 Supervisoras das escolas, 2 Técnicas da Secretaria Regional, 2 gestores escolares, 12 professores e 24 alunos do ensino médio). Com o apoio teórico de autores como: Barroso, Bourdieu, Canário, Hutmacher, Krawczik, Kuenzer, Marchesi & Martín, Mitrulis, Nóvoa e Zibas, a pesquisa investiga a hipótese de que a qualidade do ensino que ambas as escolas oferecem está ligada à forma como concebem a formação geral de seus alunos (enquanto uma escola privilegia um ensino médio marcado pela expectativa do exame vestibular, pela rigidez na forma de conduta e ação disciplinar, pelo oferecimento de um ensino conteudista e tradicional e pelo distanciamento na relação professor-aluno, a outra escola prioriza a formação social e integração do aluno na sociedade, com atendimento às suas dificuldades sociais, procurando trabalhá-las para além do oferecimento dos conteúdos ensinados). Foram questões norteadoras da pesquisa: Quais são os determinantes das diferenças na qualidade da oferta do ensino médio oferecido pelas duas escolas pesquisadas, que pertencem a uma mesma rede de ensino e que desenvolvem o mesmo projeto de melhoria da qualidade do ensino? Como tais fatores interferem nas atividades pedagógicas, na organização administrativa e financeira da escola e no desenvolvimento iniciado em ambas? Como as diferenças detectadas relacionam-se com a qualidade do ensino médio regular no interior das duas escolas? Assim, os objetivos da pesquisa previam: a) analisar as diferenças e similitudes na organização das duas escolas, compreendendo que esses traços determinantes marcam os limites e possibilidades do trabalho escolar e da formação geral dos alunos, e b) apresentar e analisar as formas de operacionalização do PER e em que medida as características de cada escola interferem nesse desenvolvimento diferenciado. Os dados coletados foram organizados e analisados a partir de três grandes grupos de indicadores das realidades das escolas, a saber: a gestão escolar, o trabalho pedagógico e o currículo. Os resultados confirmaram a hipótese investigada e revelaram um Programa, cuja retórica se propõe a resgatar uma qualidade do ensino ainda suscetível a indefinições. A reforma curricular proposta mostrou-se distante da realidade das escolas pesquisadas e cada uma delas, em resposta, encontra seus próprios meios para fugir às ingerências e fazer prevalecer sua identidade. Finalmente, os resultados permitiram também delimitar conceitualmente a idéia de qualidade na educação em geral e no ensino, em particular, seja ele médio ou não
Hunter, Lindqvist Steven. "What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63575.
Повний текст джерелаThis thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.
Pimentel, Maria Odília de Quadros. "Traços de percursos de inserção profissional : um estudo sobre egressos dos conservatórios estaduais de música de Minas Gerais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/122546.
Повний текст джерелаThe general aim of the present research was to investigate the professional insertion of the former students of the Minas Gerais State Conservatories of Music (CEM) technical education programs. The specific objectives aimed to identify who are the CEM‟s former students; to map their professional activities; to examine their working conditions; and to analyze how they evaluate the technical program they have attended. This research was guided by the concepts of professional insertion, labor, employment and occupation, as well as by the definition of job insecurity and work flexibility. The method chosen to carry out this study was the survey, and students, who have completed the technical education program from 10 out of the 12 CEMs in the years 2010, 2011 and 2012, composed the sample population of the survey. A random probabilistic sampling was used and the data collection instrument chosen was a self-administrated on-line questionnaire. In order to analyze the data, descriptive statistics was carried from univariate, bivariate and sub-group comparison analyzes, and inferential statistics undertaken through tests of statistical significance. Throughout this research, the professional insertion is considered a path, an educational process. The professional insertion path of the former CEM students is outlined from traces left by them, traces that are essential to demarcate the aspects that show the relation that the former students establish between the technical education offered by the CEM and their professional career choices. The results indicate that the former student‟s professional insertion path is marked by social-demographical characteristics, such as age, race/ethnicity, sex and religion; by precociousness, both in their formation and in their professional performance; by a continuity of their professional formation, in the musical field or in other areas of study; and, in some cases, by a professional insertion dysfunction, since not all of the former students have been working in the area of their formal training. Regarding the working conditions, in spite of the job insecurity, work flexibility and the low salaries – which are below the national average for most of the former students, their satisfaction with their jobs is high and the courses evaluation – for the majority of the former students – is very positive. The job market for music careers is characterized by an employment crisis and not by a working crisis. The former students perform various musical activities related to different moments of the cultural system. This fact indicates that, although the CEM‟s technical programs have as their main goal the formation of singers and instrument players, they do not attach a unique identity to their former students. A mosaic of trajectories characterizes the former CEM students‟ professional insertion. This mosaic is constituted by former students that continue to work in the music field – either as students, as professionals or as both students and professionals; former students who migrate to different careers because they couldn‟t find the desired working conditions or because they did not want to professionalize in music; and former students who are still attached to the musical field through the participation in musical groups and/or developing volunteer work. The results of the present research can enable the evaluation and planning of the CEMs, and therefore contribute to a better understanding of the programs‟ articulations with the job market for music graduates and, in a broader way, with the whole society.
(378859), Matthew Wood. "Japanese high school students' perceptions of science and scientists." Thesis, 2009. https://figshare.com/articles/thesis/Japanese_high_school_students_perceptions_of_science_and_scientists/21343329.
Повний текст джерелаJapan, a country dependent on science and technology for economic gains, is faced with a shrinking workforce in science-related fields due to an aging population, reduced interest in science and falling enrolments in university science courses. There is a growing need to increase young people's involvement in science and to encourage them to follow a science -related career path.
Students' perceptions of science and scientists are said to influence their choices regarding study and career paths. This study investigated the perceptions of science and scientists held by Japanese year ten high school students. Four hundred and four students answered questions on their opinions of science, scientists and themselves, as well as their school science results, and their intention to enrol in a university science course and follow a science -related career. Students also completed the Draw-A-Scientist Test (DAST) to identify the presence of "stereotypical" images of scientists.
The results indicated that students felt science is somewhat difficult, but also slightly exciting, practical, good, constructive, and somewhat useful. Students also felt that scientists are very intelligent, somewhat imaginative and diligent, slightly moral and open-minded, but also slightly selfish and somewhat introverted.
The so-called stereotypical image of a scientist, found to be present among students of various countries, ages and backgrounds, was also present among the students in this study.
The study also found that there are differences in how students perceive science and scientists, depending on the student's gender, school, and whether or not they imagine their own character to be similar to, or different from that of a scientist. Most notably, the likelihood of a student pursuing science at university or as a career is strongly dependent on the student's gender, with far more males than females showing a desire to be involved in science.
Частини книг з теми "Minami High School"
"Lighthouse Creativity Lab." In American Perspectives on Learning Communities and Opportunities in the Maker Movement, 183–210. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8310-3.ch008.
Повний текст джерелаBarker, Bradley S. "Lighthouse Creativity Lab." In Research Anthology on Makerspaces and 3D Printing in Education, 471–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6295-9.ch024.
Повний текст джерелаТези доповідей конференцій з теми "Minami High School"
Tokuyama, Michio. "Group photograph at Kashima Junior High School in Minami Soma City, Fukushima, Japan." In 4TH INTERNATIONAL SYMPOSIUM ON SLOW DYNAMICS IN COMPLEX SYSTEMS: Keep Going Tohoku. American Institute of Physics, 2013. http://dx.doi.org/10.1063/1.4795396.
Повний текст джерелаCohoon, Joanne McGrath, and James P. Cohoon. "Mini workshop — How to organize a professional development workshop for high school CS teachers." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6143081.
Повний текст джерелаSiadari, Joel. "Mini Spiritual Library As A Means To Improving The Character Of Sidamanik Public High School-1 Students." In Proceedings of the 1st International Conference of Global Education and Society Science, ICOGESS 2019,14 March, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.14-3-2019.2292013.
Повний текст джерелаValley, Kyle J., Leslie Q. Nguyen, Alejandro Rodela, and Brent C. Houchens. "Learning Outcomes From Design of Wind Turbines Carried Out by Underserved High School Mentees Participating in DREAM." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88775.
Повний текст джерелаSohibun. "The Implementation of Learning Strategies qListen-See-Doq Based on Mini-Laboratory for Student's Science Process Skill (KPS) in Senior High School." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.12.
Повний текст джерелаAbdi, Abdiaziz Hussein, and Hasan Zorlu. "Rural Electrification with Solar Powered Mini-Grids and Stand-Alone Solar System Installations: Case of Somali." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.026.
Повний текст джерелаWendt, Lauren, Eugene Du Toit, and Helen Naug. "‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13017.
Повний текст джерелаHernando Diaz, David. "CANSAT Competition 2020: Best technical development by OrbiSat team." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.008.
Повний текст джерела