THE PROBLEM OF UNDERSTANDING THE ESSENCE OF THE STUDENT GOVERNMENT IN CONDITIONS OF HIGH SCHOOL

2017 ◽  
Vol 2 (77) ◽  
Author(s):  
M.A. Tsvetkova
Keyword(s):  
High School ◽  
Student Government

Student Self-Administration at Higher Educational Institutions Abstract

2016 ◽  
Vol 5 (1) ◽  
pp. 69-73
Author(s):  
Бельгибаева ◽  
G. Belgibaeva ◽  
Михалькова ◽  
O. Mikhalkova
Keyword(s):  
High School ◽  
Educational Institutions ◽  
Historical Overview ◽  
Student Government ◽  
Self Administration ◽  
Higher Educational Institutions ◽  
Higher Educational

In the article was given the analysis of problems of formation and functioning of student self-administration in high school. The article presets: the urgency of the problem, historical overview of the emergence and prospects for the development of student self-administration in the modern high school. The authors reveal the indications, goals, objectives, principles, functions, and entities of the student government in high school.

Interviews

Joanna Russ ◽  
2019 ◽  
pp. 157-170
Author(s):  
Gwyneth Jones
Keyword(s):  
High School ◽  
Science Fiction ◽  
Class I ◽  
Student Government ◽  
University Of Washington ◽  
Fiction Writing ◽  
Joanna Russ ◽  
Writing Class ◽  
The University

Interview conducted by email in 2017–18 GWYNETH JONES: You met Joanna Russ when you were at the University of Washington, and she became your self-chosen mentor—for a while. Could you tell me how that came about? KATHRYN CRAMER: When I was in high school, my father got back in contact with Gene Wolfe, whom he had known as a child. Gene came to Seattle to attend Norwescon and suggested that we come out. That was my first sf convention. I’m not sure if it was at that Norwescon or one a few years later, but I saw Joanna Russ speak on panels and found out she was on the University of Washington faculty. She was an amazing, charismatic speaker, and I decided that I wanted to take courses with her and looked her up in the university catalog after the convention. I took several quarters of her science fiction writing class. I don’t remember if I had read any of her work before I started taking her class. I think I may have read a couple of her novels as preparation. But I had already decided to take her class based on listening to her talk at Norwescon. Many of her students were a bit scared of her and so her office hours were very open timewise. I would just go and talk to her for as much of the time as was available. If anyone else showed up, I would defer. A guy named Michael Gilbert, who later went to Clarion West with me, usually was there, too. My big regret is that she taught a science fiction criticism course and I didn’t take it. Michael took it; I was involved in student government and didn’t have the time. But I heard all about what they studied from Michael....

A Few Determinants in Building the Course of studey in Mathematics

1929 ◽  
Vol 22 (7) ◽  
pp. 397-401
Author(s):  
Gertrude Jones
Keyword(s):  
High School ◽  
Junior High School ◽  
Great Increase ◽  
Senior High School ◽  
New Wave ◽  
Student Government ◽  
School Enrolment ◽  
Project Method ◽  
Educational Literature ◽  
To Come

A casual survey of educational literature reveals the tendency of movements in education to come in waves. The project method, educatioua l measurements, student government, and supervised study are a few of these waves that have been the chief concern of educators until a new wave has rolled in. At present, educators everywhere are riding the wave of curriculum reconstruction, the inevitable result of several factors, among which are the problems presented by the junior high school, the great increase in the senior high school enrolment with its consequent wide variation in ability and interests, and the rapidly changing conditions of modem life. 'This problem of the curriculum is one of vital concern. Professor Thomas Briggs calls the curriculum problem fundamental in education since its content determines the organization of the school, the types of buildings, the methods used, and the value of the school to the community.

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.

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.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

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