scholarly journals Freedom of Speech/Press and High School and College Newspapers

1989 ◽  
Vol 16 (1) ◽  
Author(s):  
Donna Miles ◽  
Andrea Yoxall
Keyword(s):  
High School ◽  
Freedom Of Speech ◽  
College Newspapers

scholarly journals „Róbmy swoje!”, czyli ethos inteligencki w nowoczesnej parenezie Wojciecha Młynarskiego

2020 ◽  
pp. 171
Author(s):  
Aneta Wysocka
Keyword(s):  
High School ◽  
Freedom Of Speech ◽  
Stylistic Analysis ◽  
Creative Activity ◽  
Teaching Program ◽  
Intellectual Courage ◽  
Winged Word

The article contains a semantic and stylistic analysis of the song by Wojciech Młynarski entitled <em>Let’s Do What Is Ours!</em> (Pol. <em>Róbmy swoje!</em>), carried out with particular emphasis on the axiological intention of the author. The work promoting the attitude of intellectual courage, creative activity and perseverance, which serves the civilization values verbalized by the author in the form of a triad “culture, art, freedom of speech”, was considered a modern paraenesis, in which numerous linguistic and literary means (and in particular the title phrase, which became a winged word) were used to shape the worldview of the audience. The text has been reviewed against the artist’s entire legacy, the usefulness of which for didactics of Polish was reflected in the new base for teaching program for high school.

scholarly journals Grundtvigs betydning for samfundet

2015 ◽  
Vol 66 (1) ◽  
pp. 103-130
Author(s):  
Jes Fabricius Møller
Keyword(s):  
High School ◽  
Welfare State ◽  
John Locke ◽  
70Th Birthday ◽  
Freedom Of Speech ◽  
Poor Relief ◽  
General State ◽  
Folk High School ◽  
Own Name ◽  
Made In

Grundtvig’s Impact on SocietyThis article revisits the assumption commonly made in literature aboutthe significance of N.F.S. Grundtvig to Danish society, that his importancehardly can be overrated. In a re-evaluation of his influence 1) onthe Danish welfare state, 2) on the first folk high schools, and 3) on theDanish constitution of 1849, the study comes to the following mainlynegative conclusions: 1) While he is credited for intitiating the Danishwelfare state model, in fact, he did not want poor relief to be financed by ageneral tax. Grundtvig is often quoted as saying that there are “a few havingtoo much, and fewer too little.” This statement is often misinterpretedto mean that Grundtvig desired a matrix for general state driven egalitarianredistribution of funds. The opposite is true. 2) While he is called thecreator of the folk high school, the fact is that the first advanced school forpeasants in the Oldenburg Monarchy was erected in Rendsburg in 1842.It sparked the initiative to establish a similar school for Danes in Rødding(established 1844), which was only indirectly inspired by Grundtvig. In1856 a public donation celebrating his 70th birthday three years earlierenabled Grundtvig to open a folk high school in his own name. However,he did not have much to do with it. The ties between the folk high schoolmovement and Grundtvig did not grow stronger until the 1860’s. 3) Andfinally, regarding Grundtvig’s role in the creation of the 1849 constitution,Grundtvig favoured freedom of speech and belief. It has been arguedthat liberalism in general and John Locke in particular inspired him. AndGrundtvig has been canonized as one of the fathers of Danish democracyand as a champion of freedom in general. In fact, however, he spoke outin favour of absolutism as late as 1850. If Grundtvig is to be interpretedas a contender of natural law, the possible inspiration from Thomas Hobbesmust be taken into consideration. Having undeniably strong traits ofliberalism in his political portfolio, the elements of conservatism cannotbe ignored

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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