scholarly journals Education abroad participation: predicting participation through high school academic record and intent to be involved in college as reported in the freshman survey (TFS) and in the college senior survey (CSS).

2019 ◽  
Author(s):  
Elizabeth Liebschutz-Roettger
Keyword(s):  
High School ◽  
Education Abroad ◽  
College Senior ◽  
Academic Record

scholarly journals David Keilin, 1887-1963

1964 ◽  
Vol 10 ◽  
pp. 183-205 ◽  
Keyword(s):  
High School ◽  
Later Life ◽  
The State ◽  
Teaching Staff ◽  
Education Abroad ◽  
David Keilin ◽  
History Of ◽  
High Standards ◽  
The City ◽  
State Schools

David Keilin was born on 21 March 1887, in Moscow, where his parents were residing temporarily at that time. Soon afterwards however he returned with his parents to Poland where his father, a successful businessman, had his office and owned some land. He was the fourth child of a family of seven, and the youngest of three sons. School days in Warsaw Although afflicted early in his childhood by asthma, an ailment which continued to trouble him in later life, he retained very happy memories of the school days spent in Warsaw. As a delicate boy he was educated up to the age of 10 by a governess at home, and by his mother whose memory he treasured as that of a wise and kind and at the same time highly energetic woman. In 1897 he entered the Gόrski Gymnasium in Warsaw, a private Polish high-school (the state schools at that time were Russian). This establishment directed by Mr Gόrski, achieved distinction in Polish history of that period both for its high standards of education as well as on account of its patriotic spirit, which on more than one occasion brought its teaching staff and the pupils into conflict with the Tsarist government. Nothing unfortunately remains today of the records of that school which, with the rest of the city, was burned and razed to the ground by the Nazis after the Warsaw rising of 1944. In September 1904, three months after his graduation from the Gόrski Gymnasium, David Keilin left Warsaw to seek education abroad, first in Liège and later in Paris, planning eventually to become a doctor of medicine.

An Earlier Place for the Calculus in the Curriculum

1927 ◽  
Vol 20 (6) ◽  
pp. 321-327
Author(s):  
Martin Nordgaard
Keyword(s):  
Social Sciences ◽  
High School ◽  
Secondary School ◽  
Continued Fractions ◽  
College Curriculum ◽  
Interesting Study ◽  
History Of ◽  
High School Freshman ◽  
College Senior ◽  
Mathematical Curriculum

The history of the mathematical curriculum is an interesting study. In colonial Harvard and Yale, algebra, geometry, and trigonometry were college disciplines; Latin and Greek were required for entrance; science had little place. At present, algebra and geometry are high school studies; Latin and Greek are often begun in college; the natural and social sciences are taken from high school freshman to college senior classes. A hundred years ago secondary school mathematics meant chiefly arithmetic, including such difficult topics as alligation, continued fractions, and circulating decimals. It was later realized that the student would gain more practical values and experience greater intellectual pleasure by omitting the more difficult portions of arithmetic, and in their place take the simpler parts of algebra and geometry; the new curriculum harmonized better with the student's capacity, adapted itself better to his experience, and formed a better basis for the courses in science that began to make their appearance in the college curriculum.

scholarly journals Sustainability by Education: How Latvian Heritage was Kept Alive in German Exile

2016 ◽  
Vol 7 (1) ◽  
pp. 100-111
Author(s):  
Geert Franzenburg
Keyword(s):  
High School ◽  
World War Ii ◽  
Cultural Heritage ◽  
Point Of View ◽  
World War ◽  
Education Abroad ◽  
Modern Times ◽  
The Core ◽  
Core Elements ◽  
History Of

Abstract Sustainability is one of the core challenges for education in modern times, particularly concerning cultural heritage. The study evaluates, from a German point of view, how Latvians outside of Latvia after World War II kept their cultural heritage alive by educational concepts, which can be characterized as early roots of modern sustainable education. The evaluation focus concerns a group of Latvians in Germany associated with the Latvian high school in Muenster (MLG). The study concerns the 25 years from 1957 (school relocation to Muenster) until 1982 (founding of the organization “Latvian Center of Muenster e.V.” (LCM), and combines interviews and literature research. It underlines that environmental, social and heritage education can be seen as core elements of Latvian education abroad. Therefore, the study will not present a concise history of the Latvian high school in Muenster (MLG), which has already been done (Sprogis, 2009), but will concisely evaluate the educational concepts of this particular period as a model, how Latvians maintained their heritage in a sustainable way.

James Short, F. R. S., and his contribution to the construction of reflecting telescopes

1969 ◽  
Vol 24 (1) ◽  
pp. 91-108 ◽  
Keyword(s):  
High School ◽  
Church Of Scotland ◽  
University Of Edinburgh ◽  
The University ◽  
Academic Record ◽  
The Church

JAMES SHORT (1710-1768, F. R. S. 1737), the Scottish telescope-maker who achieved such eminence that he was at one time a favoured candidate for the office o f Astronomer Royal, was born in Edinburgh on 10 June 1710. In the entry of his baptism in the Edinburgh Parish Register the parents are described as ‘William Short, Wright, Burgess and Margaret Grierson, his spouse’. In 1720, James, now an orphan, was sent to Heriot’s Hospital, a school for the education of the sons of burgesses. Two years later, he went to the High School, and in 1726 to the University of Edinburgh. His academic record was so excellent that his friends, and particularly his grandmother, wished him to become a minister of the Church of Scotland, and he attended classes at the Divinity Hall.

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.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document