Industrial/Academic Internships at IBM-Almaden Under NSF Programs

2001 ◽  
Vol 684 ◽  
Author(s):  
Charles G. Wade ◽  
Dolores Miller ◽  
Joseph Pesek ◽  
Maureen Scharberg ◽  
Brenda Waller ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Materials Science ◽  
Educational Outreach ◽  
State University ◽  
San Jose ◽  
School Teachers ◽  
San Jose State University ◽  
K 12 ◽  
The Impact

ABSTRACTIndustrial experience can be a significant factor in materials science education, and internships at our laboratory under two NSF programs directly impact undergraduates and high school teachers. In these programs, the participants become a member of individual, existing research groups under a mentor on a technical project relevant to IBM. The research is publishable but closely related to a technical area important to IBM. During the summer the participants become members of the research group, attending departmental meetings and informal discussions. In addition, they attend a special seminar series on industrial research frontiers, receive career-training discussions, and participate in a variety of other programs sponsored for summer interns by IBM. Every participant presents a poster at an internal technical meeting at IBM or a technical meeting at Stanford (or both) at the end of the summer. One of the programs, an NSF MRSEC “Center for Polymer Interfaces and Macromolecular Interfaces” (CPIMA), involves a partnership with Stanford University and the University of California at Davis. The CPIMA program has an active group of postdoctoral scientists, graduate students, undergraduate (summer) students and (summer) high school teachers. In addition to IBM, summer students in CPIMA may work with other industrial firms who are industrial affiliates of CPIMA. In addition, CPIMA has a public science and K-12 component in materials science in educational outreach with the The Tech Museum of Innovation in San Jose. The other program, an NSF GOALI grant on “Surface and Analytical Chemistry of Materials” with San Jose State University, involves undergraduate and graduate (masters) San Jose State University students during the academic year who work on collaborative research projects between IBM scientists and San Jose State University professors. In addition, this project also has a large summer program with undergraduates from across the US and with high school teachers. The impact of the programs on the students, teachers, and institutions will be reviewed, with a special emphasis on the impact on the industrial partner.

scholarly journals Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

scholarly journals Investigating the Impact of COVID-19 toward Depression Rate of Indonesian Senior High Schools Teachers

2021 ◽  
Vol 3 (3) ◽  
pp. 167-175
Author(s):  
Helma Malini
Keyword(s):  
High School ◽  
Role Conflict ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
School Teachers ◽  
Personal Lives ◽  
The Impact ◽  
To Receive ◽  
Teaching Situations

The COVID -19 pandemic, which has been ongoing for over a year, has become a burden to the world, causing anxiety and depression. The purpose of this study is to investigate the depression and stress levels of senior high school teachers in Indonesia during the COVID-19 outbreak since they have experienced substantial teaching situations change as a result of it. In particular, the changes in their professional, as well as personal lives, pose challenges during the pandemic. This quantitative study distributing questionnaires to 50 high school teachers in Indonesia. The findings indicate that social support is the most significant factor (0,46%) needed to prevent depression and stress among the teachers. Meanwhile, workload and role conflict cover 0,74% and 0,84% respectively of variables that teachers can change with the assumption that both variables exist even before a pandemic arises. This study also reveals that teachers continue to receive less attention and support, especially in terms of their stress and depression coverage. It is because the prevailing perception is that teachers should be the ones giving attention, not the ones receiving it. The study is that to withstand the Pandemic's uncertainty where high school teacher able to minimize and overcome their depressions.

Strengthening Competence and Mentoring the High School Teachers Teaching Social Studies for the K-12 Curriculum in Division of Valencia City, Mindanao, Philippines

2020 ◽  
Author(s):  
Marjorie T. Sobradil ◽  
Sittie Juhanna M. Pandapatan ◽  
Reynante B. Casiro Casiro ◽  
Aljean Sareno ◽  
May Alinie P. Butalid ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
High School Teachers ◽  
School Teachers ◽  
K 12

JOB SATISFACTION AMONG HIGH SCHOOL TEACHERS

2021 ◽  
pp. 45-47
Author(s):  
Ata. Sadaiah ◽  
Sylvia Fernandez Rao
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Private Schools ◽  
Job Tenure ◽  
School Teachers ◽  
Government Schools ◽  
Satisfaction Scale ◽  
The Impact ◽  
Made In

An attempt was made in the present investigation AIM: Job satisfaction among high school teachers. OBJECTIVE: To assess the impact gender, job tenure and type of management on Job satisfaction among high school teachers. SAMPLE: A sample of 1200 high school teachers from different government and private schools in erstwhile Warangal district of Telangana state. Tool: The Job Satisfaction Scale developed by Karanam Bahaboobuvali & Vijaya Vardhani (2013) was used. CONCLUSIONS: There is no signicant impact of gender on job satisfaction among high school teachers. Teachers with long job tenure have high job satisfaction than the teacher with short job tenure and Teachers working in government schools have high job satisfaction than the teachers working in private schools.

Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

MUSCULOSKELETAL COMPLAINTS AMONG HIGH SCHOOL TEACHERS

2013 ◽  
Vol 16 (02) ◽  
pp. 1350010 ◽  
Author(s):  
Ghorbanali Mohammadi
Keyword(s):  
High School ◽  
Musculoskeletal Disorders ◽  
High School Teachers ◽  
Occupational Injury ◽  
Work Productivity ◽  
Indirect Costs ◽  
Future Research ◽  
School Teachers ◽  
Musculoskeletal Problems ◽  
The Impact

Musculoskeletal disorders represent one of the leading causes of occupational injury and disability in the developed and industrially developing countries. The prevalence of musculoskeletal disorders (MSDs) among Iranian high school teachers was determined by using Nordic questionnaires as the diagnostic tool. Data on MSDs were analyzed in 231 high school teachers. The survey was performed four times, twice every year. The MSDs were defined using three definitions, based on the frequency, duration and pain intensity of the symptoms. Symptoms causing work interference in the last 12 months were reported by 35% male and 15% female participants at baseline. Low back symptoms were the most common cause of work impairment (male = 69%, female = 77%), followed by equality pain in the neck. Based on the participants report, during the last 24 months there were totally 35% male and 15% female days of sick leave due to MSDs. The study confirms that the high prevalence of musculoskeletal problems may prevent teachers from doing their jobs, resulting in work absenteeism, may decrease work productivity, and may incur direct and indirect costs. Future research will examine the impact of organizational of work.

scholarly journals Implementation of Dual Expertise Policies for Vocational High School Teachers in Demak Regency

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Amron ◽  
Rodia Syamwil ◽  
I Made Sudana
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Educational Background ◽  
Senior High School ◽  
Vocational High School ◽  
Skilled Workers ◽  
School Teachers ◽  
School Students ◽  
The Impact

Vocational education policies that are currently being implemented to produce skilled workers in their fields, one of them are, the proportion of Senior High School students: Vocational High School students are 30%: 70%, changes in the number of comparisons have an impact on the needs of the number of teachers, while temporary vocational teachers (productive teachers) in other expertise/specialization programs or other subjects, the number of teachers exceeds the amount that is required. The dual expertise program is a program to provide additional teaching authority for Vocational High School/Senior High School teachers who teach certain subjects to become productive subject teachers in Vocational High Schools in certain skill competencies that are different from previous skills competencies and relevant to their educational background. The objective of this study is to review and describe the implementation of dual expertise policies for Vocational High School teachers and their impact on Demak Regency. The process of preparation, implementation, and results of activities is described so that they can be understood as aspects related to the issues regarding the policy. This research was qualitative research. To get the validity of the data, the researchers used several data validity checking techniques, they were: (1) Technique of checking credibility; (2) Technique of transferability; (3) dependency checking technique. The data analysis used in this study was qualitative descriptive analysis. The result of this study is the impact of implementing dual expertise activities has not been significant towards the fulfillment of  the needs of productive teachers. It is known that the problem is the element of communication, namely the lack of delivery of information from policy actors to the teacher. For other elements such as disposition, resources, and bureaucratic structure, it has been implemented well.

scholarly journals Taking the first step: How to create a high-school linguistics course

2021 ◽  
Vol 6 (3) ◽  
pp. 5140
Author(s):  
L’Meese Greaney
Keyword(s):  
High School ◽  
High School Teachers ◽  
Subject Matter ◽  
School Teachers ◽  
Subject Matter Expertise ◽  
K 12 ◽  
Standardized Curriculum

While teachers might see the need for linguistics, the fear of not being “expert enough” can prevent high-school teachers from all disciplines from designing and teaching a linguistics course. Teachers, with or without subject matter expertise, who seek to establish a K-12 linguistics course need to work closely with administrators and stakeholders, maintain a “progress over perfection” mentality, consider the merits of exposing students to linguistics early instead of waiting for a national, standardized curriculum, and remain flexible in delivery.

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