Violence at Yoka High School: The Implications for Japanese Coalition Politics of the Confrontation between the Communist Party and the Buraku Liberation League

Asian Survey ◽  
1976 ◽  
Vol 16 (7) ◽  
pp. 682-699 ◽  
Author(s):  
Thomas P. Rohlen
Keyword(s):  
High School ◽  
Communist Party ◽  
Coalition Politics

Ryan, Oscar (1904–1989)

2018 ◽  
Author(s):  
Alan Filewod
Keyword(s):  
High School ◽  
Communist Party ◽  
John Dos Passos ◽  
Full Time ◽  
Writing Style ◽  
The World ◽  
Party Activist ◽  
Young Communist League ◽  
Mike Gold ◽  
Communist Party Of Canada

The leading cultural activist in the Canadian Communist Party in the 1930s, Oscar Ryan was the formative figure in the Workers’ Theatre movement in Canada and a tireless advocate of revolutionary theatrical modernism. Born Oscar Weinstein, he took his underground name from his mother’s maiden name, Rein. He grew up in Montreal and Winnipeg and after high school joined the Young Communist League as a full-time party activist. With an idiomatic and forceful proletarian writing style in the manner of John Dos Passos and Mike Gold, he became a writer for the Communist Party’s Daily Worker and its successors, the Daily Clarion and the Canadian Tribune. As Martin Stone, he was a theater critic for the Tribune from 1955 to 1988. In the Communist Party of Canada, he was an early supporter of Tim Buck, who took over the party in 1929 when communist parties around the world assumed a more radical militant stance in answer to Stalin’s call for revolutionary class war. Under Buck, Ryan became a leading figure in the party’s propaganda wing, a cultural organizer, publicity director of the Canadian Labour Defence League, and the author of numerous pamphlets.

King of Parilia, 1935–1941

2017 ◽  
Author(s):  
Robert W. Cherny
Keyword(s):  
High School ◽  
Communist Party ◽  
New Deal ◽  
Fine Arts ◽  
Post Office ◽  
George Washington ◽  
High Point ◽  
Washington High School ◽  
Artistic Career ◽  
Arts Community

Between 1935 and 1941, Arnautoff reached the high point of his artistic career, receiving a large WPA-funded commission at George Washington High School, a smaller commission at the California School of Fine Arts, and commissions for five New-Deal post-office murals. He joined the Stanford University faculty in 1938. The artist members of the Art Association elected him as their representative on the board, and he received other, similar recognition. He and Lydia became citizens in 1937 and joined the Communist party soon after. Unknown to them, the NKVD executed his father, uncle, and cousin in 1938 during Stalin’s Great Terror. By 1941, Arnautoff was one of the most influential members of the city’s arts community, and his influence extended well beyond the city’s boundaries.

Sympathy for the Weary State?: Cold War Chronotopes and Moscow Others

2009 ◽  
Vol 51 (4) ◽  
pp. 832-864 ◽  
Author(s):  
Alaina Lemon
Keyword(s):  
High School ◽  
Cold War ◽  
Communist Party ◽  
Video Camera ◽  
Older Woman

Julya paces the parquet, blond hair coiled severely, hands clasped atop padded buttocks encased in a boxy gray, ill-fitting suit. She sputters abuse at her audience: fifteen classmates sprawled on the floor, their teacher seated in a chair, and a video camera. Moscow, November 2002. The Americans prepare to invade Iraq, Putin serves his third year as president, and these students begin their first term at the Russian Academy for Theatrical Arts (RATI/GITIS). Inside its walls, Julya depicts the head of her high school, an older woman in a town two hours north. She yells: “I REQUEST that TODAY at the meeting with ZhshzhshshzhshuGAnov you ALL be there!” (Zjuganov is the leader of the Russian Communist Party.) Some students slap the parquet laughing. Their teacher is less impressed.

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

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.

A survey of Nebraska high school guidance counselors concerning student recruitment in dental education

1992 ◽  
Vol 56 (10) ◽  
pp. 693-695
Author(s):  
JW Stockstill ◽  
S Gilmore ◽  
CG Kuster
Keyword(s):  
High School ◽  
Dental Education ◽  
Guidance Counselors ◽  
Student Recruitment ◽  
School Guidance

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Word-Finding Problems and Difficulties with Numerical Concepts in a Junior High School Boy

1974 ◽  
Vol 5 (4) ◽  
pp. 218-224
Author(s):  
Sheldon L. Stick ◽  
Nancy E. Keappock
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Word Finding

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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