Superb Intentions and U.S. Policy Constraints

2010 ◽  
Vol 53 (2) ◽  
pp. 16-21 ◽  
Author(s):  
David S. Wiley
Keyword(s):  
Secondary School ◽  
Global Education ◽  
Environmental Disaster ◽  
Debt Burden ◽  
African Heritage ◽  
Economic Collapse ◽  
Second Year ◽  
Global Identities ◽  
Commander In Chief ◽  
The U.S

Barack Obama's election was an extraordinary event in American and world history, but already in his second year as president, the luster and the popularity of the Obama administration has faded, even among many who mobilized to elect him. In addition to righting two wars, Obama is attempting to fix a broken health care system in the context of a nationally contentious electorate and Congress. He also is coping with a mounting debt burden from seeking to recover from an economic collapse and public anger at an environmental disaster of mega proportions, requiring him to rein in the banks and corporations that were unleashed from public regulation during the Reagan, Bush, and Clinton years. In addition, he is commander-in-chief of the U.S. military and its rapidly expanding U.S. Africa Command (AFRICOM).This was an administration elected on “hope for change.” Indeed, Obama's election raised expectations across the U.S. and throughout Africa that a man of African heritage, indeed a global person, could be and had been elected. This quintessentially optimistic, intelligent, and gifted American is the product of a Kenyan father and an internationally engaged mother, a multicultural childhood, and a global education as graduate of a private secondary school and elite American universities, and he has been pinned simultaneously with American, biracial, African American, African, and even global identities (see Zeleza 2009).

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals Let’s Celebrate the Humane in the Humanities

Humanities ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 109
Author(s):  
Thomas Willard
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Business Model ◽  
Personal Development ◽  
Institutions Of Higher Education ◽  
Free Society ◽  
Humane Education ◽  
Economic Collapse ◽  
Funding Cuts ◽  
The U.S

The economic collapse in the U.S. during the Covid-19 pandemic has aggravated the problems caused by a generation of funding cuts to institutions of higher education and, with these cuts, the increasing costs for students and their families. The current problems raise anew the questions of what public good is created both by programs in the Humanities and by all forms of higher education. They are not new questions, but the responses often bring out the importance of humane education to a free society. Courses in the Humanities develop more than the skills in communication and critical thinking that employers say they value. Such courses contribute to the personal development, character formation, and emotional intelligence that create a healthy and productive society. The benefits of such education are considerable, but cannot be measured in a strictly business model of higher education such as is often used by institutions balancing budgets, as well as by the overseers to which they report, including regents, politicians, and community affiliates.

Unvoicing practices in classroom interaction in Galicia (Spain): The (de)legitimization of linguistic mudes through scaling

2019 ◽  
Vol 2019 (257) ◽  
pp. 77-107 ◽  
Author(s):  
Gabriela Prego Vázquez ◽  
Luz Zas Varela
Keyword(s):  
Secondary School ◽  
Social Exclusion ◽  
Complex Network ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Local Varieties ◽  
Social Actors ◽  
Moroccan Arabic ◽  
Second Year

AbstractThis article explores how the concept that we have chosen to callunvoicing practices, namely veiled discursive micro processes of social exclusion and silencing that social actors manage in byplay; in other words, subordinated forms of communication among a subset of unaddressed members of ratified listeners. These practices constitute efficient resources aimed at the (de)legitimization of linguisticmudeprocesses within new “spaces of multilingualism” associated with migration in Galicia. The research was carried out in the second-year class of a Curricular Diversification Programme at a secondary school in Arteixo (A Coruña, Galicia, Spain), a community that has experienced an increase in its allochthonous population in recent years. The corpus of this study comprises the pupils’ linguistic biography, classroom interactions and a fieldwork log. The analysis shows the complex network of scales in which languages are legitimized or delegitimized – specifically, translinguistic practices of listeners’ participation in which local varieties of Spanish and Galician, youth slang and parodic double of Moroccan Arabic are crossed and make themselves heard through byplay in order to silence the principal speaker. This interactional distribution results in the latent discursive reconstruction of new translocal spaces in which migration-associated multilingualism remains peripheral and practically invisible.

Physical Activity and Environmental Influences during Secondary School Physical Education

2009 ◽  
Vol 28 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Bik C. Chow ◽  
Thomas L. McKenzie ◽  
Lobo Louie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Vigorous Physical Activity ◽  
Regression Analyses ◽  
Movement Skills ◽  
Instruction Time ◽  
Trained Observers ◽  
The U.S

Physical activity engagement during physical education is important for many reasons, including developing physical fitness and movement skills and promoting health. Much more is known about physical activity in elementary than secondary schools. We examined physical activity and how it was influenced by instructor-related and environmental characteristics during 238 lessons taught by 65 physical education specialists in 30 randomly selected secondary schools in Hong Kong. Trained observers used SOFIT (System for Observing Fitness Instruction Time) in randomly selected grade 7–12 classes over a 6-month period. Results showed students engaged in moderate-to-vigorous physical activity (MVPA) about 35% of lesson time, a level similar to that found in U.S. elementary schools and short of the U.S. Healthy People 2010 objective of 50% engagement time. Multiple regression analyses found that six potentially modifiable variables contributed to 35% of the variability in lesson MVPA percent.

scholarly journals Desvendando Alturas Inacessíveis Por Meio do Teodolito e da Trigonometria

2019 ◽  
Vol 12 (2) ◽  
pp. 234
Author(s):  
Emily De Vasconcelos Santos ◽  
Jaqueline Lixandrão Santos
Keyword(s):  
High School ◽  
Secondary School ◽  
Undergraduate Students ◽  
Daily Life ◽  
Educational Process ◽  
State School ◽  
High School Mathematics ◽  
Second Year ◽  
The City ◽  
Class Teacher

O presente trabalho apresenta o relato de uma atividade prática desenvolvida com alunos do Ensino Médio, visando a compreensão e a representação de conceitos geométricos e trigonométricos presentes em situações da vida cotidiana dos estudantes. A intervenção didática foi desenvolvida por bolsistas do Programa Institucional de Bolsas de Iniciação à Docência (Pibid), discentes de Licenciatura em Matemática, e pelo professor supervisor de área, que também era o docente titular da turma. Sua realização aconteceu em uma Escola Estadual, localizada na cidade de Cuité/PB, em uma turma do segundo ano do Ensino Médio, nos meses de julho e agosto de 2015. Com auxílio do instrumento teodolito e dos conceitos trigonométricos, os alunos conseguiram medir alturas inacessíveis de algumas estruturas que faziam parte da cidade em que residiam e da escola em que estudavam, percebendo, com isso, a importância das relações trigonométricas para a determinação das alturas encontradas. Observou-se que a demonstração da fórmula utilizada para mensurar as alturas contribuiu para que os alunos compreendessem conceitos geométricos e trigonométricos. Além disso, entende-se que a experiência relatada reforça a importância do uso de diversos instrumentos de medidas, como o teodolito, nas aulas de Matemática do Ensino Médio. Eles favorecem o processo educativo dos referidos conceitos, visto que possibilitam a contextualização de seu ensino em situações presentes na rotina dos alunos e dinamizam a ação docente.Palavras-chave: Altura. Trigonometria. Geometria. Teodolito.AbstractThis work reports a practical activity developed with students of High School, aiming at comprehending and representing geometric and trigonometric concepts experienced in situations of students’ daily life. The didactic intervention was developed by grant holders from the Institutional Program of Scholarship for teaching initiation (Pibid), undergraduate students in Mathematics, and the area supervisor, who was also the class teacher. It took place in a Public State School, located in the city of Cuité / PB, in a second year class of the Secondary School,  in the months of July and August of 2015. With the aid of the instrument theodolite and trigonometric concepts, the students were able to measure inaccessible heights of some structures that were part of the city where they lived and the school where they studied, thereby realizing the importance of trigonometric relations for determining the heights found. It was noted that the demonstration of the formula used to measure the heights contributed for the students to understand geometric and trigonometric concepts. In addition, it is understood that the reported experience reinforces the importance of the use of different instruments of measures, such as the theodolite, in High School Mathematics classes. They are helpful in the educational process of acquiring these concepts, since they allow the contextualization of their teaching in situations that are part of the students’ routine and dynamize the teaching activity.Keywords: Height. Trigonometry. Geometry. Theodolite.

scholarly journals „Kocha, lubi, szanuje – nie chce, nie dba, żartuje”... Uczeń klasy pierwszej liceum i technikum w relacji do lektury obowiązkowej w szkole podstawowej (raport z diagnozy)

2021 ◽  
Vol 12 (330) ◽  
pp. 313-324
Author(s):  
Mirosław Grzegórzek
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Primary School ◽  
Elementary School Students ◽  
Initial Diagnosis ◽  
School Students ◽  
Reading Experience ◽  
Second Year ◽  
Technical Secondary School

The article presents the results of a survey (concerning the reading experience of the canon) conducted among students of four first grades of secondary school (one grade of high school divided into elementary and advanced levels, and three classes of technical secondary school). The research was part of the initial diagnosis of the first and second year of graduates of the reformed primary school at the threshold of secondary school (in 2019/2020 and 2020/2021). Students declared reading compulsory reading books in grades 7–8 of primary school according to the scale: I have read all / excerpts / abstract / not at all / don’t remember. The results show not only the respondents’ reading preferences, but also their specific strategies of “acquiring” the content of the obligatory texts and their attitude towards compulsory reading in general. They also allow to pose questions about the literary competences of the graduates of the reformed elementary school at the start of the next stage of education. Scientific studies in the field of reading were used as a context, including the latest results of surveys among teachers on reading books by elementary school students prepared by Gdańskie Wydawnictwo Oświatowe (2020).

scholarly journals Mentorship Experiences Among Second-Year U.S. Hematology/Oncology Fellows in the 2019 ASH Hematology/Oncology Fellows Survey

Blood ◽  
2019 ◽  
Vol 134 (Supplement_1) ◽  
pp. 2124-2124
Author(s):  
Alfred I Lee ◽  
Leah E Masselink ◽  
Emily Bass ◽  
Nathan T. Connell ◽  
Ariela L. Marshall ◽  
...  
Keyword(s):  
Career Development ◽  
Solid Tumor ◽  
Development Strategies ◽  
Practice Research ◽  
Primary Interest ◽  
Manuscript Review ◽  
Clinical Exposure ◽  
Wide Range ◽  
Second Year ◽  
The U.S

Mentorship Experiences Among Second-Year U.S. Hematology/Oncology Fellows in the 2019 ASH Hematology/Oncology Fellows Survey Introduction: The majority of fellows graduating from U.S. hematology/oncology training programs pursue careers incorporating both fields, albeit with a greater focus on medical oncology than on hematology. Over the past 15 years, the number of physicians in the U.S. identifying as hematologists or seeking certification in hematology has been dwarfed by those identifying as medical oncologists or seeking oncology certification, with only a small percentage of fellows having a primary interest in benign hematology. In response to these concerns, in 2017 the American Society of Hematology (ASH) launched a multiyear study of the U.S. hematology workforce in clinical practice, research, and training in collaboration with the Fitzhugh Mullan Institute for Health Workforce Equity at the George Washington (GW) University. The initial phase of the ASH workforce study was a survey of over 1800 hematology/oncology fellows conducted in 2018, which identified clinical exposure to hematology during training, research experiences, and mentorship to all be positively and strongly associated with career interest in hematology. A follow-up survey of second-year hematology/oncology fellows was competed in 2019, focusing on career interests, mentorship, and job expectations. The present study reports findings of second-year fellows' perceptions regarding mentorship. Methods: The 2019 Hematology/Oncology Fellows Survey was developed by ASH and GW investigators. Survey questions asked about fellows' career and research interests, clinical exposure during training, mentorship, and perceptions of job security and availability after fellowship. Mentorship questions focused on specific mentorship activities (e.g., coauthoring papers, participating in research projects, developing networking, career advice), perceived mentorship needs, and overall satisfaction with mentorship. The survey was pilot-tested in a small group of second-year hematology/oncology fellows. The final survey was sent electronically to second-year fellows in U.S. hematology/oncology fellowship programs (n = 735) in the spring of 2019 using Qualtrics. Descriptive analyses were performed using Stata 15. Results: Among 212 second-year fellows with complete responses (28.8% response rate), 5.2% declared a primary interest in benign hematology, 20.8% malignant hematology, 30.7% solid tumor oncology, and the remainder some combination of hematology and oncology. The vast majority of survey respondents (83.3%) intended to dual board in hematology and oncology. About one-third (31.9%) reported having a new or continuing mentor in benign hematology during their second year of fellowship, compared to 51.2% in malignant hematology and 60.8% in solid tumor oncology. Less than half of all fellows (45.4%) indicated that their training program had a formal mentorship program. When asked to indicate domains where they wanted more support from mentors, second-year fellows prioritized career development strategies (69.9%), job options (43.7%), optimizing fellowship experiences (41.3%), manuscript review prior to submission (19.4%), clinical trial design review (17.5%), and grant review prior to submission (17.5%). The vast majority of fellows expressed a definite (69.7%) or possible (8.7%) interest in interacting with a mentor virtually via Facebook, Skype, email, or other media if in-person mentorship meetings were not an option. Conclusions: Second-year hematology/oncology fellows in the U.S. reported a wide range of mentorship needs and interests. Most second-year fellows believe they could use more advice from mentors about career development strategies. Few fellows have a primary interest in benign hematology, and the percentage of fellows who report having mentors in benign hematology is lower than malignant hematology or solid tumor oncology. The vast majority of fellows are interested in virtual mentorship if local mentorship is not available. Further expansion of existing mentorship systems and the development of new mentorship models including virtual mentorship may improve the mentorship experience for fellows. Disclosures Connell: Michael H. Flanagan Foundation: Membership on an entity's Board of Directors or advisory committees.

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