Добірка наукової літератури з теми "South High School (Columbus, Ohio)"

Aims: Outdoor play, physical activity, and social cohesion are crucial indicators of community health. PlayStreets, a street play initiative to engage local children and families in outdoor play, physical activity, and social interactions, were implemented in a low-income neighborhood in Columbus, Ohio throughout the summer of 2019. This article aims to describe the implementation of a hospital-sponsored PlayStreets model executed through support from a community health initiative and to assess neighborhood impact through parent and child surveys. Methods: Approximately 350 children attended the events and 69 surveys were collected. Descriptive statistics were used to analyze survey data. Results: The mean age of children was 7 years, and the majority of children who attended were male. If not for PlayStreets, 55% of caregivers reported that their children would be inside. Event satisfaction levels were high, and 54% of caregivers said that they had more contact with their neighbors because of the events. Conclusions: Hospital buy-in and community support were crucial to the success of the event. We found that this model can successfully engage the local community while increasing opportunity for childhood outdoor play, physical activity, and neighborhood social interaction.

We report here on our efforts to incorporate linguistics into the high school curriculum in a large midwestern metropolitan area through a university-based initiative — Linguistics in High School (LxHS) — spearheaded by the Department of Linguistics at The Ohio State University. We offer a brief history of the project, and explain our strategy of targeting non-public schools and the practical nature of the reasoning behind this decision. We chronicle the ups and downs of our efforts, ultimately reporting on our success with implementing a linguistics course and a linguistics club at a small local STEM-oriented high school. This partnership between the school and the Linguistics Department has allowed, among other things, for on-site visits by the students to phonetics and sociolinguistics labs. By presenting our challenges, strategies, failures, and successes, we hope that others may be encouraged to evaluate how they can make a difference in their locale and with the resources they have.

PurposeObesity prevention is increasingly focused on early childhood, but toddlers have not been well-studied, and children born preterm are frequently excluded. The Play & Grow Cohort was established to investigate child growth in relation to parent-child interactions in mealtime and non-mealtime settings.ParticipantsBetween December 2017 and May 2019, 300 toddlers and primary caregivers were recruited from records of a large paediatric care provider in Columbus, Ohio, USA. This report describes recruitment of the cohort and outlines the data collection protocols for two toddler and two preschool-age visits. The first study visit coincided with enrolment and occurred when children (57% boys) were a mean (SD) calendar age of 18.2 (0.7) months.Findings to dateChildren in the cohort are diverse relative to gestational age at birth (16%, 28–31 completed weeks’ gestation; 21%, 32–36 weeks’ gestation; 63%, ≥37 weeks’ gestation) and race/ethnicity (8%, Hispanic; 35%, non-Hispanic black; 46%, non-Hispanic white). Caregivers enrolled in the cohort are primarily the child’s biological mother (93%) and are diverse in age (range 18–54 years), education (23%, high school or less; 20% graduate degree) and annual household income (27%, <US$20 000 24%, ≥US$90 000). Parent-child interactions were video-recorded during play in the laboratory at 18 months (n=299) and during play, reading and mealtime in the home (n=284) at 24 months. The preschool phase of the study was impacted by COVID-19. Parent-child interactions were video-recorded during play and mealtime at home at 36 months (n=141) and during a standardised buffet meal in the laboratory at 42 months (n=50). Caregivers unable to participate in face-to-face visits due to COVID-19 completed questionnaires.Future plansAssessment during middle childhood is being planned. Future visits will include anthropometric measurements and parent-child interactions at mealtime. School-based outcomes are additionally being considered.

This study investigated the relationship between job satisfaction and the intention to continue working in a sample of 87 individuals with psychiatric disabilities who worked in supported or supervised employment. Data were collected from respondents in Columbus, Ohio in 1996. After controlling for selected correlates (education, length of employment, contract type, social support, and attitudes concerning pay and toward work), standard multiple regression analyses indicated that job satisfaction was a significant predictor of intent to continue working. Analyses also indicated that respondents who completed high school and who said that they worked primarily for the money were less likely to want to continue working at current jobs. These findings may be used to improve the vocational success of individuals with psychiatric disabilities who work in supported and supervised employment.

Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.

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 &lt; .001) and total symptom score (F1,427 = 33.770, P &lt; .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 &gt; .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.

Lady Borton is a United States citizen of Quaker background, and a former high school teacher. Inspired by her pacifist conviction that all lives are sacred and that violence is not an appropriate choice to resolve human conflict, she volunteered to work in Vietnam for the American Friends Service Committee (AFSC). The AFSC is a Quaker-based organization dedicated to the elimination of social injustice and to the promotion of world peace. From 1969 to 1971 Borton served as adminstrator of the AFSC project in Quang Ngai, a Vietnamese province that saw some of the heaviest civilian and military casualities of the war. The AFSC's project taught the Vietnamese how to make artificial arms and legs for civilian victims and provided regular weekly medical care to South Vietnamese political prisoners. In 1975 she served as leader of an AFSC-sponsored delegation of teachers to North Vietnam. She returned to Southeast Asia in 1980 to work as health administrator for twelve thousand Vietnam boat people who had been placed on the Malaysian island of Pulau Bidong. She visited Kampuchea in 1983 and is planning a visit to Vietnam later this year. Borton lives on a farm in the Appalachian region of Ohio. She chooses to live below the taxable income level so that the government cannot use her tax dollars to support any military activity. In this short article, she describes the many voices that she experiences in a typical day in Ohio and ponders a personal consequence of her remarkable sense of empathy.

Objectives: High school baseball pitch count limits vary widely by state; however, it is unknown how these variations impact cumulative elbow varus torque (EVT) throughout a season. Specifically, pitch count limits are a popular method for preventing overuse in youth baseball players, but rest day requirements for different pitch count limits are often highly variable and less frequently analyzed. Therefore, the objectives of the current study were to (1) investigate variations in pitch count rules across all 50 states, (2) calculate maximum game, monthly and season-long EVT across all pitch count limits, and (3) calculate EVT across all pitch count limits after adjusting for rest days required by each state. We hypothesized that the number of required rest days based on gameday pitch count limits would lead to large variations in cumulative EVT workload over the course of a season. Methods: Pitch count allowances and required rest days for high school baseball pitchers were recorded from the athletic association website of each state. The Motus Global database was queried for all high school pitchers. Average EVT for game pitches was quantified and used to calculate cumulative game, weekly, monthly, and season EVT during a projected 3-month season for each maximum pitch count limit assuming a three-day rest period. Values were subsequently recalculated for each group of states based on pitch count allowances and actual required rest days. Results: The Motus Global database provided 65,928 pitches from 45 high school pitchers with an average age of 16.9 ± 0.8 years. Average EVT per pitch was 45.04 ± 10.46 N•m. High school baseball is not a sanctioned sport in 2 states (Montana and Wyoming), leaving 48 states for analysis. The most common midseason maximum pitch count limit was 110 pitches (19 states, range 100-125 pitches), and the most common required rest days was 4 days (24 states, range 0-5 days) (Table 1). Assuming three-days rest between maximum pitch outings, there was a 20% difference in cumulative EVT during a season between 100 and 125 maximum pitches. When maximum pitch counts were projected with required rest days, allowing a maximum of 140 pitches in a 4 day span without a specific rest day requirement resulted in the most EVT during a season (Nevada), followed by allowing a maximum pitch count of 125 pitches with a rest requirement of 3 days (Louisiana/Ohio, Figure 1). Pennsylvania and Wisconsin allowed the least amount of pitches (i.e. 100 pitches) with the shortest required rest days (i.e. 3 days), resulting in the lowest EVT for a game and week but the sixth highest season EVT. Conversely, South Carolina allowed 110 pitches but required the most rest days (5 days), resulting in the lowest season EVT. Overall, there was a 48.8% difference in EVT during a season between the most and least restrictive states. A greater seasonal EVT in the lowest pitch count range with 1 required rest day compared to the highest pitch range was observed in 28 states (58%). Average seasonal workload of every pitch count range per required rest days for all states is summarized in Figure 2. This generally demonstrates an inverse trend with a 30% greater EVT differential between the lowest pitch range with one required rest day and the highest pitch range with 5 required rest days. Only 1 state had equal seasonal EVT at both maximum and minimal pitch ranges (Pennsylvania). Conclusions: There is wide variability in pitch count rules between states. Required rest days are often an underappreciated aspect of pitch count rules, yet they may influence season-long EVT more than maximum pitch count allowances. For example, the maximal seasonal EVT did not occur at maximal pitch limits for the majority of states. Instead, it most frequently occurred at the lowest pitch count allowance with 1 rest day (58% of states). A primary example is Indiana, which has a 20% greater potential seasonal EVT in the lowest pitch range (36-60 pitches, 1 rest day requirement) compared to its maximal pitch limit (101-120 pitches, 4 rest day requirement). Pitch count rules should be analyzed to ensure that projected workload across all pitch count and rest day allowances are proportional. Therefore, standardization of pitch count rules across states should be considered with increased emphasis on rest day restrictions. [Table: see text]

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

Abstract Background Heavy menstrual bleeding (HMB) is the most common symptom for women with bleeding disorders. Major barriers to performing research in this field are difficulties in quantifying and tracking changes in menstrual bleeding, particularly in adolescents. The Pictorial Blood Assessment Chart (PBAC) score is often used to quantify severity of menstrual bleeding1. However, the traditional paper diary PBAC score is fraught with recall bias and compliance issues in adolescents. Utilizing mobile applications (apps) has great potential for improving health by assisting with behavior modification and disease self-management. Additionally, mobile apps can serve as a valuable medical research tool by facilitating rapid reporting. Objectives We developed a mobile app version of the PBAC score to enable adolescents to report and quantify menstrual bleeding. We evaluated patient satisfaction and compliance with mobile app reporting as compared to paper reporting. We hypothesized that adolescents would be compliant with mobile app reporting and would prefer this method over paper reporting. Methods This study was a randomized cross-over study of 25 post-menarchal females ages 13-21 years seen in the Hematology Clinics at Nationwide Children's Hospital, Columbus, Ohio. Inclusion criteria included: history of regularly occurring menstrual cycle and possession of a mobile application capable device (smart phone) with continuous service expected. Non-English speaking patients and patients intending to start a hormonal agent that may fully suppress menstrual bleeding were excluded. Subjects agreed to track menstrual bleeding in two consecutive menstrual cycles and were randomized to using the PBAC paper diary or the PBAC mobile app format first. At the end of each cycle, a 10-point response scale satisfaction questionnaire and a system usability scale (mobile app only) assessed the acceptability of the format of the diary used. Weekly email reminders were sent in both groups. Mobile device notifications and reminders were used in the mobile app group. To compare the satisfaction survey results, the Hills and Armitage method for analyzing cross-over data was used which included evaluation of period effect, group effect, and their interaction using a series of independent t-tests. Results The 25 subjects enrolled had a median age of 15 years (range 13-21 years). Eleven (44%) had identified bleeding disorders. Twenty-two (88%) could use phones in school. Subjects' PBAC scores did not have significant variability between the paper diary (median PBAC=95) and the mobile app (median PBAC=114). There was a median number of 2 entry times per day in both groups. There was no significant difference in the number of app entries subjects reported to study staff and the actual number recorded in the app. For the mobile app, twenty subjects (80%) had high compliance for reporting bleeding symptoms (app entries for >80% of cycle duration). There were no subjects with low compliance (app entries for <50% of cycle duration). All paper diaries received by study staff met definition for high compliance. The most common reasons subjects listed for missing a daily entry were 1) forgetting to enter data or 2) app not working. Results of the cross-over analysis showed that subject satisfaction was significantly higher for mobile app (mean satisfaction score of 9.5/40 with 4/40 being most satisfied) than for the paper diary (mean satisfaction score of 17.8/40) (p <0.001). Twenty (80%) subjects preferred the mobile app over the paper diary. There was no significant period effect or group by period interaction. Discussion This study demonstrated that a PBAC mobile app as compared to the PBAC paper diary was the preferred method of recording menstrual bleeding in adolescents and demonstrated feasibility as a research data collection tool. The app received stronger satisfaction scores and overall compliance was high. A PBAC mobile app is unique compared to publicly available apps because it allows girls and women to quantify their heaviness of flow during menses. Most menstrual tracking apps only track length of cycles or use qualitative assessments of bleeding. In a clinical setting, data from the PBAC app can allow providers to see real-time bleeding symptoms allowing for adjustments in therapy. 1Higham JM, O'Brien PM, Shaw RW. Assessment of menstrual blood loss using a pictorial chart. Br J Obstet Gynaecol 1990:97(8):734-739. Disclosures No relevant conflicts of interest to declare.

Project Lead The Way, a pre-engineering curriculum for secondary students, has gained in popularity and importance at secondary institutions in the Region 9 workforce area in south central Indiana. The Purdue College of Technology in Columbus, Indiana stands to benefit from this effort by attracting these students to its programs, which have been enrollment-challenged in recent years. One possible recruiting tool instituted by the College of Technology in Columbus is the “Boiler Tech Challenge” for Project Lead the Way students throughout the region. Nearly 200 students from high schools around the region assembled at the Purdue College of Technology site in Columbus. There were teams of 4 students who needed to solve one of five possible challenges. With a space theme, the teams needed to design and build a space station tower to withstand a certain weight, build and assemble a spacesuit for one of the team members to wear, use a CAD tool to design a space station, design and build a pneumatic lift system to assist in the production of hydroponic vegetables in the space station, and design and build a carbon dioxide scrubber/filter to clean the air on a command module. This last challenge is similar to the situation encountered by the astronauts of Apollo 13. A maximum of 10 teams (no more than 4 team members per team) do each challenge and are given two hours to complete the challenge. Prizes are given to the winners. Other sessions throughout the day-long event include information sessions about the College of Technology in Columbus, a presentation by an engineer associated with the space program, and lunch. This work provides more details about the event and includes survey results of the participants. The initial event brought approximately 160 high school students to the Purdue College of Technology campus in Columbus and was a great recruiting tool.