An Unlawful Sexual Conduct With a Minor Case Appeal for a High School Basketball Coach

2021 ◽  
Vol 92 (7) ◽  
pp. 54-55
Author(s):  
Mike Stocz ◽  
Savannah Stewart
Keyword(s):  
PEDIATRICS ◽  
1990 ◽  
Vol 85 (2) ◽  
pp. 223-225
Author(s):  
WENDY CHAVKIN ◽  
STEPHEN R. KANDALL ◽  
STEPHEN R. KANDALL

In July 1989 in Sanford, Florida, in a trial at which one of us served as an expert witness for the defense, a woman was convicted of having administered cocaine to a minor—via the umbilical cord in the seconds between the infant's delivery and the clamping of the cord. Although she did not receive a jail sentence, the mother was sentenced to 15 years' probation, 200 hours of community service, mandatory drug treatment, and mandatory high school equivalency education. This prosecution is not an isolated example. The District Attorney of Butte County, California, announced his intention to prosecute all mothers of neonates with illegal drugs found in their urine; conviction would carry a mandatory minimum sentence of 90 days in jail.


1946 ◽  
Vol 39 (5) ◽  
pp. 200-205
Author(s):  
E. R. Breslich

Those teachers of mathematics whose teaching experiences extend over a period of forty years, or more, can recall how easy it was in the early years of the new century to qualify as a teacher of high school mathematics. A college graduate with a bacherlor's degree, with a sequence in college mathematics, and with a minor in one related subject, such as physics, chemistry, or astronomy, was rated as “well prepared.” If he obtained the recommendation of the department he had no difficulty in securing a position in a good high school. If he continued his studies while in service and acquired a master's degree he was looked upon as unusually well prepared.


2018 ◽  
Vol 51 (7) ◽  
pp. 981-1008
Author(s):  
Yael Itzhaki

This study examined the contribution of mentor support to the following aspects of high-school dropouts’ lives: the personal (self-esteem, and the process of becoming less religious [BLR]), social (societal conditional positive and negative regard) and psychological (well-being and loneliness). The study, conducted among Ultraorthodox Jewish males, included 261 participants, aged 14 years to 21 years ( M = 17, SD = 1.17), who were at different stages in the dropout process. Findings indicated a significant difference in the contribution of mentor support. Among youths still in their yeshiva high schools, mentor support made only a minor contribution to the process of BLR; for youths in a program for dropouts, mentor support made a positive contribution to most aspects of their lives. However, among dropouts, mentor support contributed negatively to all aspects that were examined in the current study. Findings highlight the importance of further illuminating the role of mentor support and adapting it to youths’ needs.


1944 ◽  
Vol 37 (5) ◽  
pp. 206-208
Author(s):  
Paul R. Neureiter

This is a plea for more generalization, more system, and greater emphasis on interrelationship in the teaching of high school algebra. The student who continues his mathematics work in college is often found quite proficient, in the purely manipulative aspects of algebra, but he rarely has any conception of the laws and broad relationships which compose the theoretical substructure of elementary algebra. Hence it is not uncommon for the college teacher to see a skillful operator in algebra suddenly committing a mathematical atrocity with the blithe air born of innocence. Even in the successful student a sense for the seriousness of an error has not been developed; he shrinks no more from the violation of a fundamental law than from the commission of a minor slip in computation because often he has not learned to distinguish between the grossly incorrect and, what might be called, the honorably incorrect. The following suggestions, trite as they are, may help the teacher create a fabric of meaningful relationships for the benefit of the algebra student.


2020 ◽  
Vol 5 (7) ◽  
Author(s):  
Mark R. Mason

AbstractThis paper provides a brief overview of the formation, organization, and mission of the School of Green Chemistry and Engineering (SGCE) at the University of Toledo, and a description of SGCE efforts to introduce principles of green chemistry and green engineering into the undergraduate and graduate curriculum. This includes development of selected new courses and new academic programs such as a Minor in Green Chemistry and Engineering, a Professional Science Master’s Degree in Green Chemistry and Engineering, and an online Master in Education and Science in Chemistry degree aimed at College Credit Plus credentialing of high school chemistry teachers in Ohio.


1997 ◽  
Vol 90 (4) ◽  
pp. 278-282
Author(s):  
Luella H. Johnson

The use of a graphing calculator can encourage explorations that take the explorer well beyond a mundane exercise to look more deeply into a concept. The exploration described in this article was prompted by a routine exercise undertaken in a graphing-calculator workshop with high school mathematics teachers. The availability of technology reduced the tedium of calculation and extended what started as a minor exercise into a full-fledged, open-ended, ongoing mathematical exploration. Such experiences are the rule, not the exception, when one is teaching with technology. They can be generated by a teacher or a student.


1983 ◽  
Vol 29 ◽  
pp. 622-659 ◽  

Harold Clayton Urey was born in Walkerton, Indiana, on 29 April 1893. He only narrowly passed the examination after grade school for entry into high school. After graduating from high school in 1911 and spending the required three months of educational training, he taught in country schools for three years, first in Indiana and then in Montana, where his mother and stepfather, brother and sisters had gone. It was while teaching at a school in a mining camp in the Gallatian Mountains and staying with a family whose son, Brian O. Wilson, decided to go to college that Urey formed a desire to get a college education. In September 1914 he entered the University of Montana, Missoula, with the intention of studying psychology, but he majored in biology with a minor in chemistry. To earn money during these three years he waited at table in a girls’ dormitory and after the first year became an instructor in the biology department; one summer he worked on the railroad and on an irrigation scheme. On the occasion of his Willard Gibbs medal address, years later, Urey spoke warmly of the friendships and inspiration he had received from his professors at Montana, and singled out A. W. Bray in biology and E. H. Jesse, J. W. Howard and W. N. Jones in chemistry, who, he said, largely determined the direction of his scientific career. His first independent research project was a study of the protozoans in the Missoula river.


Author(s):  
D.F. Bowling

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.


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