scholarly journals DIÁLOGOS SOBRE A ESCOLHA PROFISSIONAL: A APROXIMAÇÃO ENTRE O ESTUDANTE DA ESCOLA PÚBLICA DE ENSINO MÉDIO E A UNIVERSIDADE

2018 ◽  
Vol 9 (3) ◽  
pp. 147 ◽  
Author(s):  
Nádia Maciel Falcão ◽  
Edla Cristina Rodrigues Caldas
Keyword(s):  
High School ◽  
Public Schools ◽  
Public High School ◽  
The Public ◽  
Palabras Clave ◽  
Professional Field ◽  
Methodological Procedures ◽  
La Red ◽  
Amazonas State ◽  
The University

Este artigo reflete sobre o processo de escolha profissional por parte de jovens do ensino médio, à luz de resultados do projeto “Diálogos sobre a escolha profissional”, institucionalizado junto à Pró-Reitoria de Extensão da Universidade Federal do Amazonas e desenvolvido entre os anos de 2016-2017, em escolas públicas da rede estadual do Amazonas. Argumenta-se sobre a importância da escola na produção de suportes aos projetos de vida dos jovens, incluindo o apoio aos seus anseios no campo profissional. Os procedimentos metodológicos privilegiaram o diálogo, compreendendo os estudantes enquanto sujeitos da ação educativa. Realizaram-se reuniões, encontros de estudo, rodas de conversa, confecção de mural informativo e palestras. Os resultados apontam a pertinência de projetos que aproximam escolas e universidades públicas, fundamentados no debate da relação entre educação e mundo do trabalho, para além do caráter instrumental. Palavras-chave: Juventude, Ensino Médio, Escolha Profissional     Dialogues about the professional choice: the approximation between the student of the public high school and the university Abstract: The paper reflects on the process of professional choice on the part of youngsters of high school, in light of the results of the project “Dialogues on professional choice”, institutionalized with the Pro-Rectory of Extension of the Federal University of Amazonas and developed between the years 2016-2017, in public schools of the Amazonas state network. It argues about the importance of the school in the production of supports for the projects of life of the young people, including the support to their desires in the professional field. The methodological procedures privileged the dialogue, understanding the students as subjects of the educational activities. Meetings, study meetings, talk wheels, informative mural making, and lectures were carried out. The results point to the pertinence of projects that approach public schools and universities, based on the debate of the relationship between education and the world of work, besides the instrumental character. Keywords: Youth, High School, Professional Choice   Diálogos sobre la elección profesional: el acercamiento entre el estudiante de la escuela pública de enseñanza media y la universidad   Resumen: El artículo refleja sobre el proceso de elección profesional por parte de jóvenes de la enseñanza media, a la luz de resultados del proyecto Diálogos sobre la elección profesional, institucionalizado junto a la Pro-Rectoría de Extensión de la Universidad Federal del Amazonas y desarrollado entre los años 2016-2017, en escuelas públicas de la red estatal del Amazonas. Se argumenta sobre la importancia de la escuela en la producción de soportes a los proyectos de vida de los jóvenes, incluyendo el apoyo a sus anhelos en el campo profesional. Los procedimientos metodológicos privilegiaron el diálogo, comprendiendo a los estudiantes como sujetos de la acción educativa. Se realizaron reuniones, encuentros de estudio, ruedas de conversación, confección de mural informativo y charlas. Los resultados apuntan a la pertinencia de proyectos que acercan a escuelas y universidades públicas, fundamentados en el debate de la relación entre educación y mundo del trabajo, además del carácter instrumental. Palabras-clave: Juventud, Enseñanza Media, Elección Profesional

Slide Rules for the Upper Elementary Grades

1958 ◽  
Vol 5 (1) ◽  
pp. 29-33
Author(s):  
Jay J. Gramlich
Keyword(s):  
High School ◽  
Public Schools ◽  
Upper Elementary ◽  
Elementary Grades ◽  
The Public ◽  
The World ◽  
Public Pressure ◽  
The University ◽  
Future Date ◽  
Mathematics And Science

THE PUBLIC PRESSURE to produce more scientists will quicken the interest in mathematics. The publicity given to sputnik, the shot truly heard around the world, will resound from the kindergarten through the university. The resulting changes which will undoubtedly occur in the curriculum will have to be evaluated by educators at some future date. But to one who has taught in both public schools and teacher education institutions, it seems apparent that much good will obtain from greater emphasis on mathematics and science. Certainly educators have taken a great deal of criticism (justly given) from lay critics about our mathematically illiterate graduates from both high school and college. In fact, if they are deficient in mathematics on leaving high school, the colleges contribute to this deficiency rather than lessen it. This may happen in one of two ways. First, if they are forced into required college mathematics for which they are unprepared they fail or muddle through thereby increasing their frustrations toward mathematics; or secondly, they avoid mathematics entirely and are four years further removed from it on graduation.

Raising Intelligence Levels of the Mentally Retarded: An Overlooked Educo-Legal Implication

1975 ◽  
Vol 157 (1) ◽  
pp. 43-53 ◽  
Author(s):  
John M. Throne
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Child Welfare ◽  
Mentally Retarded ◽  
Public Schooling ◽  
World War ◽  
University Of Iowa ◽  
The Public ◽  
The University ◽  
Legal Implication

Studies by investigators at the University of Iowa Child Welfare Station before World War II demonstrated that the intelligence levels of the mentally retarded could be raised, often up to and beyond normalcy (IQ 100). Yet, the implications were never seriously followed up on anything approaching a broad-gauged scale. The juridical climate now supports the position that, because the evidence is that all the retarded can learn under proper conditions, they are all entitled to public schooling. It is suggested that the public schools may soon be confronted with an even more far-reaching educo-legal thrust based on the kind of evidence first reported by the Iowa investigators; that is, the public schools have a responsibility not only to educate or train the retarded to achieve their retarded potentialities, but to increase those potentialities, i.e., raise their intelligence levels.

Technology ethics in the public schools system : developing a technology ethics assessment tool through policy analysis at the secondary level

2020 ◽  
Author(s):  
◽  
Jeremy Alsup
Keyword(s):  
Public Schools ◽  
Assessment Tool ◽  
Public High Schools ◽  
Professional Lives ◽  
University Of Missouri ◽  
The Public ◽  
Technology Ethics ◽  
Ethics Assessment ◽  
Technology Policies ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Technology ethics seeks to identify the ways in which individuals and organizations might develop and sustain optimal relationships with the various technologies in their personal and professional lives. Secondary public schools have considered technology primarily through only a few very important but rudimentary lenses. The problem of practice was grounded in the ability and willingness of public schools to respond to the changing technological landscape in a way that was timely and meaningful. This study followed an exploratory sequential design and was two pronged: first, it investigated the ways public high schools supported technology ethics through their technology policies at the district and building levels; second, it developed a technology ethics assessment tool.

On Not Believing What You Read

2018 ◽  
Author(s):  
Jonathan Rose
Keyword(s):  
Higher Education ◽  
High School ◽  
College Admissions ◽  
Reading Strategy ◽  
The Sun ◽  
Gallup Poll ◽  
The Public ◽  
University Life ◽  
The Media ◽  
The University

Every student should, before graduating, see the 2006 teen-comedy movie Accepted. It’s a broad satire built around some high-school misfits whom no college admissions officer in his right mind would accept, not even in this economy. So they commandeer an abandoned mental asylum and construct their own college based on Marxism (Groucho), and they do to higher education what A Night at the Opera did to Il Trovatore. To a flabbergasted visitor, the teenage president of the college recommends the school newspaper, The Rag. “There’s a great op-ed piece in there about not believing everything you read,” he explains. Like all absurdist comedy, Accepted poses that subversive question, “Who’s absurd here?” It stands upside-down all the pretenses of university life, including its most fundamental pretense, that if we spend years here reading, we will get closer to the truth. Is there, though, any necessary relation between reality and what we find on the printed page? It’s a question that has become particularly acute today, when it seems that every man is his own deconstructionist. When Paul Ricoeur coined the phrase “hermeneutic of suspicion,” he was only recommending this reading strategy to literary theorists, but his students took it quite seriously and in 1968 turned the University of Nanterre into, well, something like the campus in Accepted. And today that skepticism is thoroughly mainstream. According to the Gallup Poll, only 32 percent of Americans in 2016 have confidence in the media, down from a high of 72 percent in 1976, post-Woodward and Bernstein. Among millennials (18-to-29-year-olds), just 11 percent trust the media. In Britain, back in 1975, only about a third of tabloid readers and just 3 percent of readers of “quality” broadsheets felt that their paper “often gets its facts wrong.” But by 2012 no British daily was trusted by a majority of the public “to report fairly and accurately.” In something of a contradiction, the Sun enjoyed both the largest circulation and the lowest level of trust (just 9 percent).

Origin and Development of the Public High School in Philadelphia

1927 ◽  
Vol 35 (5) ◽  
pp. 363-375
Author(s):  
Charles E. Neville
Keyword(s):  
High School ◽  
Public High School ◽  
The Public

scholarly journals Prevalence of Chronic Gingivitis Among 16 Years Old Public High School Students in Khartoum

Med Phoenix ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Abubakr Omar Mohamed Abdelsalam ◽  
Ibrahim Ahmed Ghandour
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Oral Hygiene ◽  
Statistical Significance ◽  
Tooth Brushing ◽  
P Value ◽  
Public High School ◽  
School Students ◽  
Public High School Students

Background: This study was designed to measure the prevalence of chronic gingivitis among 16- year-old public high school students in Khartoum State.Methods: A total of 385 high school students of 16 years of age, from public schools in different geographical locations representing different socioeconomic classes in Khartoum were randomly selected and examined. The variables of the present study had been collected by one examiner using a direct interview questionnaire and all the present teeth were examined at four sites (Mesiobuccal, distobuccal, mesiolingual, distolingual) for the presence of plaque, using the Plaque Index (Loe and Sillness) and Gingival Index (Sillness and Loe).Results: Prevalence of gingivitis was 96.9%, of which 68.6% were of mild form (majority), 27.5% of moderate condition and only 0.8% was of severe grade. The most common form of gingivitis was the generalized form that accounted for 94.5%. The relationship between oral hygiene and degree of gingivitis was assessed after collecting data on study area, gender, socio-economic status, tooth brushing tool used, frequency of brushing per day, direction of tooth-brushing and regularity of dental visits. The adjusted relationship was still significant at the 99% confidence level (p-value 0.000), with a correlation coefficient of 0.704.Conclusions: The study showed significantly higher prevalence of chronic gingivitis among 16-year-old public high school students in Khartoum State. The degree of gingivitis showed statistical significance when correlated with oral hygiene status, socioeconomic status, frequency and horizontal direction of tooth brushing, while it showed insignificance when correlated with gender. Med Phoenix. Vol. 3, Issue. 1, 2018, Page : 1-5 

scholarly journals PAUL LIONEL PURYEAR, SR.

2010 ◽  
Vol 43 (04) ◽  
pp. 806-807
Author(s):  
Paula Puryear Martin ◽  
Paula D. McClain ◽  
Andrea Simpson
Keyword(s):  
High School ◽  
North Carolina ◽  
Public Schools ◽  
New Jersey ◽  
Professor Emeritus ◽  
Residential School ◽  
University Of Virginia ◽  
High School Freshman ◽  
The Right ◽  
The University

The Right Reverend Dr. Paul Lionel Puryear, Sr., Professor Emeritus at the University of Virginia, passed away on Thursday, April 22, 2010, in Charlottesville, Virginia, at the age of 80. Born in Belleville, New Jersey, as the second son of the Reverend Thomas Langston Puryear, Sr., and the Reverend Pauline Sims Puryear, he attended public schools in Newark, New Jersey. He transferred as a high school freshman to the renowned Palmer Memorial Residential School in Sedalia, North Carolina. He became an ordained A.M.E. minister at the age of 18.

scholarly journals An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

2016 ◽  
Vol 18 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Javad Gholami ◽  
Mehdi Sarkhosh ◽  
Heidar Abdi
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Public High School ◽  
Private Language ◽  
Significant Difference ◽  
Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

Sign in / Sign up

Export Citation Format

Share Document