Integrated

2017 ◽  
Author(s):  
James W. Miller
Keyword(s):  
High School ◽  
Public Schools ◽  
African Americans ◽  
State Legislature ◽  
Transitional Period ◽  
Quarter Century ◽  
The Public ◽  
The Us ◽  
To Come ◽  
White School

It is 1960, six years after the US Supreme Court ruled that segregation in the public schools was prohibited and states were ordered to come up with plans for integrating African Americans into the white school systems. An unanticipated response to desegregation was that not all African Americans favored the process, because it meant that some of their cherished institutions would be changed forever. Few such institutions were affected more than the strong tradition of black high school basketball. And nowhere in the nation was that tradition stronger than in basketball-mad Kentucky, where more than fifty black high schools proudly competed in their own league for more than a quarter century. The Kentucky experience of desegregation reflects the dissonance when logic meets emotion. The story centers on Lincoln Institute, a black high school near Louisville founded in 1912 after the state legislature passed a law “to prohibit white and colored persons from attending the same school.” Lincoln Institute was led by a charismatic academic and theologian named Whitney M. Young. In more than three decades as the school's leader, Young overcame prejudice, funding issues, and politics to create a bastion of excellence and respect in the black community. In Integrated, former Lincoln Institute players, students, and teachers tell their stories of angst, regret, and resilience during a largely ignored transitional period in the nation's story of desegregation. Their experiences within the broader racial themes of the 1950s and 1960s provide a unique perspective on one of America's most transformative periods.

Introduction

Integrated ◽  
2017 ◽  
Author(s):  
James W. Miller
Keyword(s):  
High School ◽  
Public Schools ◽  
African Americans ◽  
Black Communities ◽  
Board Of Education ◽  
The Us

The US Supreme Court’s 1954 decision in Brown v. Board of Education prohibited segregation in public schools, correcting a century of injustice and unequal education experienced by generations of young African Americans. But such a necessary correction resounded well beyond its intent, triggering consequences that altered cherished institutions in black communities throughout the country. Few were affected more than the strong tradition of high school basketball, and nowhere was that transformation more graphic than in hoops-mad Kentucky....

Religion and the Public School Curriculum

2018 ◽  
Author(s):  
Walter Feinberg
Keyword(s):  
Public Schools ◽  
School Curriculum ◽  
Background Information ◽  
The Public ◽  
The Us ◽  
Us Supreme Court ◽  
Different Types ◽  
Teaching Religion ◽  
Humanistic Study ◽  
The Relationship

This chapter provides background information on the relationship between religion and public schools and then describes the different kinds of religion courses currently offered in some public schools. While the US Supreme Court has banned compulsory devotional religious exercises, it has not banned the nondevotional teaching of religion. The different types of religion courses command different kinds of justifications, and the legal and educational merits of these justifications are presented. The author concludes by proposing a case for teaching religion that is both constitutionally and educationally acceptable. This case rests upon the importance of the development of autonomy to the liberal tradition, and it shows how the teaching of religion as a humanistic study can serve this ideal.

scholarly journals The Effectiveness of Mandated Headgear Use in High School Women’s Lacrosse at Reducing the Rate of Head and Face Injuries

2019 ◽  
Vol 7 (7_suppl5) ◽  
pp. 2325967119S0034
Author(s):  
Samuel L. Baron ◽  
Shayla J. Veasley ◽  
Matthew T. Kingery ◽  
Michael J. Alaia ◽  
Dennis A. Cardone
Keyword(s):  
High School ◽  
New York ◽  
Public Schools ◽  
Athletic Trainers ◽  
Head Injuries ◽  
Injury Rate ◽  
School Organization ◽  
Certified Athletic Trainers ◽  
Injury Rates ◽  
The Public

Objectives: There has been continued controversy regarding whether or not headgear use in women’s lacrosse will increase or decrease the rate of head injuries. In 2017, the Public Schools Athletic of New York City became the first high school organization in the country to mandate ASTM standard F3137 headgear for all women’s lacrosse players. The purpose of this study is to investigate the effect of mandated headgear use on the rate of head and face injuries in high school women’s lacrosse. Methods: This was a prospective cohort study. The study group included eight varsity and junior varsity women’s lacrosse teams, as well as their game opponents, who were mandated to wear F3137 headgear for all practice and game events over the course of the 2017 and 2018 seasons. Certified athletic trainers assessed and documented all injuries that occurred as a result of participation on the lacrosse teams and athlete exposures were estimated based on the number of team practice and game events. Injury rates were compared with those from the High School RIO (Reporting Information Online) injury data reports from the 2009 to 2016 seasons. Results: Over the study period, 17 total injuries were reported during 22,397 exposures for an injury rate of 0.76 injuries per 1,000 athlete-exposures. Two head/face injuries, both of which were classified as concussions, were reported during the study for a head/face injury rate and concussion rate of 0.09 per 1,000 athlete-exposures. The headgear cohort demonstrated significant decreases in rates of in-game head/face injury (RR 0.141, 95% CI [0.004, 0.798]), in-game concussion (RR 0.152, 95% CI [0.004, 0.860) and practice non-head/face injury (RR 0.239, 95% CI [0.049, 0.703]) when compared to the control cohort. Conclusion: Mandated use of F3137 headgear was shown to be effective at lowering the rate of head or face injury and concussions in women’s lacrosse. Additionally, mandated headgear use was also shown to lower the rate of injury to body locations other than the head or face during practice. [Table: see text]

scholarly journals The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education

2018 ◽  
Vol 20 (1) ◽  
pp. 157 ◽  
Author(s):  
Michelle M. Jacob ◽  
Leilani Sabzalian ◽  
Joana Jansen ◽  
Tary J. Tobin ◽  
Claudia G. Vincent ◽  
...  
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
School Curriculum ◽  
State Legislature ◽  
Self Determination ◽  
Policy Makers ◽  
The Public ◽  
Indigenous Knowledges ◽  
The Gift

This article advocates for the necessity of Indigenous Knowledges in furthering Indigenous self-determination in public schools, as well as furthering the broad aims of public education. Drawing attention to past efforts across the United States to transform the public school curriculum and analyzing data from testimonies given at Oregon State Legislature Hearings, we argue that Indigenous Knowledges offer an important resource for educating all students responsibly and improving relationships within and across communities. Framing these ideas as gift-giving logic, we argue that if educators and policy-makers are open, they can learn a great deal from Indigenous Knowledges and advocacy efforts.

Racial Residential Transition at the Periphery

2017 ◽  
Author(s):  
Todd M. Michney
Keyword(s):  
African American ◽  
Public Schools ◽  
African Americans ◽  
Real Estate ◽  
Demographic Transition ◽  
Roman Catholic ◽  
The Public ◽  
Class Composition ◽  
Residential Transition ◽  
White Ethnics

This chapter compares the process of racial residential transition and patterns of interracial encounters in Glenville and the various neighbourhoods of Southeast Cleveland, finding differences mostly traceable to the white residents’ ethnic and class composition as well as the built environment. With most Jewish residents having left these areas, African Americans’ interactions with Roman Catholic Southern and Eastern Europeans took on greater significance. Aggressive real estate tactics seeking to promote rapid housing turnover became increasingly systematic and racial clashes (notably in the public schools) more common – including violent incidents which nevertheless remained on a low level overall, compared to Detroit and Chicago. Attempts at interracial neighbourhood mobilization continued, although the remaining white ethnics proved less receptive and demographic transition proceeded to the point where the population of these areas became overwhelmingly African American.

Protestant Youth Save the Nation

2020 ◽  
pp. 106-140
Author(s):  
Thomas H. Reilly
Keyword(s):  
College Students ◽  
High School ◽  
Public Schools ◽  
Chinese People ◽  
Significant Percentage ◽  
The Public ◽  
National Salvation

Protestant schools educated a significant percentage of China’s high school and college students, and the YMCA’s Student Division was influential in these schools and also the public schools. Protestant youth sponsored the most significant of the protests connected to the National Salvation Movement, which sought to mobilize the Chinese people to resist Japanese aggression. YMCA and YWCA secretaries and other Protestant elites helped to broaden and legitimate this movement, a movement that unified the Chinese people and prepared them to resist the Japanese. These efforts were further strengthened by the work of the YMCA secretary, Liu Liangmo, and his National Salvation Song Movement.

Crime and Race: A Plea for New Ideas

2007 ◽  
Vol 34 (3-4) ◽  
pp. 173-185
Author(s):  
Kwabena Gyimah-Brempong
Keyword(s):  
African American ◽  
African Americans ◽  
Crime Rates ◽  
African American Community ◽  
Economics Of Crime ◽  
The Us ◽  
New Ideas ◽  
Crime Literature ◽  
To Come ◽  
African American Economists

A review of the economics of crime literature provides an unsatisfactory explanation of the higher crime rates among African Americans compared to crime rates for whites in the US. This address challenges economists, particularly African American economists, to come up with new and credible ideas to explain the observed crime differential that could influence policies to decrease crime in the African American community.

scholarly journals Aquatics plants: the students of knowledge of high school in the public schools about of proliferation in the Guaribas rivers, Picos - PI

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Rosangela Leal Veloso ◽  
Maria do Socorro M. de Deus ◽  
Ana Paula Peron ◽  
Nilda Masciel Neiva Gonçalves
Keyword(s):  
High School ◽  
Public Schools ◽  
The Public

scholarly journals Considerations on teniasis and cysticercosis in municipalities of the Jiquiriçá Valley, Bahia

2020 ◽  
Vol 13 (7) ◽  
pp. 87
Author(s):  
F. S. Julião ◽  
H. B. Santos
Keyword(s):  
Public Health ◽  
High School ◽  
Elementary School ◽  
Public Schools ◽  
Health Professionals ◽  
Basic Education ◽  
Taenia Solium ◽  
Parasitic Diseases ◽  
Education Professionals ◽  
The Public

Teniasis and cysticercosis are parasitic diseases with serious repercussions on public health, caused by parasites Taenia solium and T. saginata. The objective was to verify the explanation in textbooks about teniasis and cysticercosis and their approaches by the professors of Sciences and Biology to their students. Data were analyzed on the occurrence of teniasis and cysticercosis in the Health Secretaries of municipalities of Vale do Jiquiriçá, Bahia. An interview was also conducted with teachers from Elementary School II and High School of the public schools of the municipalities of Bahia: Jiquiriçá, Mutuípe and Ubaíra. In addition, bibliographic research was carried out in textbooks used in schools. It was verified that there is no record of the prevalence of teniasis and cysticercosis in the municipalities investigated. Regarding the approach of these infections in Basic Education, it was noticed that the teachers need the complementation of the content, because in the textbooks the approaches are succinct, although they can cover the main characteristics of these diseases. Interaction among health professionals and education professionals is suggested for prevention and combat with better results.

scholarly journals Extensão universitária ferramenta de participação social não formal: contribuição de estudantes do ensino médio

2020 ◽  
Vol 27 (1) ◽  
pp. 71
Author(s):  
João Aparecido Bazzoli ◽  
Maria da Vitoria Costa Silva ◽  
Tatiana de Oliveira Sousa
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Social Participation ◽  
The Public ◽  
Urban Problems ◽  
The City

Este estudo objetivou compreender a extensão universitária como meio de instigar estudantes do ensino médio a participação social. Buscou-se despertar nos estudantes das escolas públicas de ensino médio a cidadania a partir da identifi cação de problemas urbanos e proposições de resoluções para estes problemas. Este estudo constatou que o mecanismo não formal de extensão se apresenta como um modo alternativo adequado e efetivo de inserção dos estudantes secundários nos debates sobre a cidade. A metodologia qualitativa aplicada nesta pesquisa partiu da análise das ações e dos resultados das atividades do projeto “Nós propomos” realizadas pelos estudantes de seis escolas estaduais em Palmas durante o ano de 2017. Concluiu-se que a extensão universitária possibilita experimentar novas ferramentas participativas não formais adequadas para a inserção de estudantes secundaristas na participação social.Palavras-chave: Cidadania. Participação social. Nós propomos. Extensão universitária.University extension social non-formal participation tool: contribution of high school studentsAbstractThis study aimed to understand the universitary extension as a means of high school studants to social participation. Sough to show to the public school high students the citizenship from the identifi cation of the urban problems and preposition of resolutions for this problems. The study checked to see if the non-formal mecanism of the extension show as alternative way appropriate and effective of secondary student’s insertion in the discussions of citizenship in the debates of the city. The qualitative metodology applied in this research started of the analysis of the actions and results of the projecto “We Propose” performed by the students from six public schools in Palmas during the year 2017. Concluded that the universitary extention makes possilble to experiment new participatory tools appropriate non-formal and promotes the integration of students in social participation.Keywords: Citizenship. Socia participation. “We Propose”. Universitary extension.Extensión universitaria herramienta de participación social no formal: contrición de estudiantes de secundariaResumenEste estudio objetivó comprender la extensión universitaria como medio de instigar a estudiantes de la enseñanza media a la participación social. Se buscó despertar en los estudiantes de las escuelas públicas de enseñanza media la ciudadanía a partir de la identificación de problemas urbanos y proposiciones de resoluciones para estos problemas. Este estudio constató que el mecanismo no formal de extensión se presenta como un modo alternativo adecuado y efectivo de inserción de los estudiantes secundarios en los debates sobre la ciudad. La metodología cualitativa aplicada en esta investigación partió del análisis de las acciones y de los resultados de las actividades del proyecto “Nosotros Proponemos” realizadas por los estudiantes de seis escuelas estatales en Palmas durante el año 2017 Se concluyó que la extensión universitaria posibilita experimentar nuevas herramientas participativas no formales adecuadas para la inserción de estudiantes secundarios en la participación social.Palabras clave: Ciudadanía. Participación social. Nosotros proponemos. Extensión universitaria. 

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