New Projects

Mathematics Teacher â—˝  
1981 â—˝  
Vol 74 (7) â—˝  
pp. 570-571
Keyword(s):  
High School â—˝  
New York â—˝  
Low Cost â—˝  
School Setting â—˝  
University Faculty â—˝  
Adjunct Instructors â—˝  
Cooperative Program â—˝  
School Faculty â—˝  
Syracuse University â—˝  
The University

Project Advance is a cooperative program between Syracuse University and approximately eighty participating high schools in New York, Massachuseus, and Michigan. Project Advance allows high school seniors to take at a low cost university courses for university credit in their own school setting. The courses are taught by carefully selected high school faculty who attend workshops and seminars conducted each year by regular Syracuse University faculty. Cooperating secondary school faculty, on qualification, are designated as adjunct instructors of the university. The field courses are carefully monitored by regular university faculty to ensure equivalent standards in Project Advance courses and on-campus courses. On successful completion of Project Advance course work, students obtain university credit. The student can earn up to nine university credits.

scholarly journals The Pre-College Planetarium

1990 â—˝  
Vol 105 â—˝  
pp. 372-372
Author(s):  
Brendan Curran
Keyword(s):  
High School â—˝  
New York â—˝  
New York City â—˝  
York City â—˝  
School Setting â—˝  
Development Stage â—˝  
Two Dimensions â—˝  
Three Dimensions â—˝  
Invaluable Tool â—˝  
Specialized School

The Bronx High School of Science is a public school in the New York City school system. It is a specialized school whose students are selected on the basis of a competitive exam. Our planetarium projector was installed out his spring, so many of these suggested activities are still in development stage.In the high school setting, the planetarium has a dual role as a teaching tool and as a motivational tool. The planetarium is used in the Astronomy and Astrophysics course, an advanced elective. This use permits a detailed study of the sky, which is otherwise difficult in New York City. Students who are familiar with thinking in two dimensions often have trouble making the transition to the three dimensions required in astronomy. The planetarium is an invaluable tool to develop students’ spatial orientation. Further, the planetarium generates tremendous enthusiasm.

scholarly journals A MULTI-INSTITUTIONAL APPROACH TO HIGH SCHOOL EDUCATION IN FLORICULTURE—CONCEPTS

HortScience â—˝  
2005 â—˝  
Vol 40 (3) â—˝  
pp. 878b-878
Author(s):  
P.A. Thomas â—˝  
B.V. Pennisi
Keyword(s):  
High School â—˝  
Animal Husbandry â—˝  
School Facilities â—˝  
Entry Level â—˝  
University Of Georgia â—˝  
School Faculty â—˝  
Model Training â—˝  
Set Up â—˝  
Small Engines â—˝  
The University

In Georgia, horticulture is now the number two commodity in the state. The labor needs of the industry is increasing, however, enrollment in horticulture classes at UGA has been dropping. Most entry-level employees joining horticulture firms are completely without training or understanding of the industry, the type of work or the basic skills necessary to be functional. If horticulture was taught, it was by persons with Vo-Ag training in small engines, or animal husbandry etc. Students reported teachers had very little enthusiasm for the subject, no school facilities and that the school principle/administration had no vision for, or understanding of, horticulture. We are addressing this situation through an innovative partnership between Georgia High Schools, The Georgia Department of Education, and the University of Georgia. We can reverse the trend by training new and existing high school teachers by providing them a standardized floriculture curriculum and comprehensive training in greenhouse management, classroom teaching methods, industry awareness and a provide a long-term link to UGA. Our objective is to increase the number of students who are trained, motivated and willing to work in the field of horticulture as entry level workers. To do this we set about to standardize the course curriculum statewide, certify the high-school, faculty and administration for commitment and program continuity, Set up a model training greenhouse system at UGA, and conduct new teacher training at UGA through ALEC, and conduct postcertification training for teachers at UGA during the summer to upgrade skills, enthusiasm. The venture, including a model greenhouse at UGA, has been funded for over $100,000. The program currently has 218 Schools, 64 w/labs and greenhouses, 215 teachers and 25,049 students participating.

scholarly journals Lovely, Dark and Deep by A. McNamara

10.20361/g2801h â—˝  
2013 â—˝  
Vol 2 (4) â—˝  
Author(s):  
Debbie Feisst
Keyword(s):  
High School â—˝  
New York â—˝  
Young Women â—˝  
Young Adult Fiction â—˝  
Not Given â—˝  
University Of Alberta â—˝  
Young Readers â—˝  
The University â—˝  
Car Accident â—˝  
Second Chance

McNamara, Amy. Lovely, Dark and Deep. New York: Simon & Schuster Books for Young Readers, 2012. Print. Lovely, Dark and Deep is Brooklyn-based poet and photographer Amy McNamara’s debut novel.  The title, well-chosen and from the last stanza of Robert Frost’s poem Stopping by Woods on a Snowy Evening – The woods are lovely, dark and deep. But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. captures the main character’s mindset perfectly as she distances herself, both physically and emotionally, from her friends and family after a tragic car accident. Wren Wells, whom her mom still calls by her original name, Mamie, has moved in with her sculptor father, to an isolated house by the sea in rural Maine.  Dealing with immense guilt and grief after surviving the crash that claimed the life of her high school boyfriend Patrick, Wren spends her days yearning to be left alone.  Her father, a famous artist out of touch with his daughter’s life, is at a loss for how to help, and her well-meaning and understandably worried mother asks frequently about when Wren will go to college.  Wren’s friends from her seemingly previous life struggle to understand the changes she is going through and in the process feel alienated. To pass the never-ending days, Wren runs - a lot. She runs to get away and be alone with her thoughts. And during this time, Wren meets Cal, who is hiding away from his own troubles. The chemistry between them, and the glimpses of joy she feels while with Cal is unnerving to Wren, who believes that she should feel guilty forever about Patrick, who was not given a second chance. Wren needs to make a choice – move on and try again or be lost forever. The character of Wren is not endearing to the reader; she is self-absorbed and manic, and selfish to the point of frustration. Her actions and of those around her often seem unauthentic. The plot line is slow, yet McNamara’s beautiful prose makes it bearable. Wren is, however, a young, depressed girl coping with deep grief and the story may resonate with young women who have experienced similar situations. Recommended with reservations: 2 stars out of 4 Reviewer: Debbie FeisstDebbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta.  When not renovating, she enjoys travel, fitness and young adult fiction.

scholarly journals Book Reviews

1987 â—˝  
Vol 12 (1) â—˝  
pp. 31-48
Author(s):  
Michael J. Salevouris â—˝  
Robert W. Brown â—˝  
Linda Frey â—˝  
Robert Lindsay â—˝  
Arthur Q. Larson â—˝  
...  
Keyword(s):  
High School â—˝  
New York â—˝  
New Jersey â—˝  
Historical Perspective â—˝  
The United States â—˝  
State University â—˝  
University Of Chicago â—˝  
University Of Montana â—˝  
The University â—˝  
University Of Chicago Press

Eliot Wigginton. Sometimes a Shining Moment: The Foxfire Experience-- Twenty Years in a High School Classroom. Garden City, New York: Anchor Press/ Doubleday, 1985. Pp. xiv, 438. Cloth, $19.95. Review by Philip Reed Rulon of Northern Arizona University. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. Vol. I: The Colonial Period to Reconstruction. Guilford , Connecticut: Dushkin Publishing Group, Inc., 1985. Pp. x, 255. Paper, $8.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Lois W. Banner. American Beauty. Chicago and London: University of Chicago Press, 1983. Pp. ix, 369. Paper, $9.95. Review by Thomas J. Schlereth of the University of Notre Dame. Alan Heimert and Andrew Delbanco, eds. The Puritans in America: A Narrative Anthology. Cambridge: Harvard University Press, 1985. Pp. xviii, 438. Cloth, $25.00. Review by Raymond C. Bailey of Northern Virginia Community College. Clarence L. Mohr. On the Threshold of Freedom: Masters and Slaves in Civil War Georgia. Athens and London: The University of Georgia Press, 1986. Pp. xxi, 397. Cloth, $35.00. Review by Charles T. Banner-Haley of the Frederick Douglass Institute for African and African-American Studies, University of Rochester. Francis Paul Prucha. The Indians in American Society: From the Revolutionary War to the Present. Berkeley: University of California Press, 1985. Pp. ix, 127. Cloth, $15.95. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Il. Barry D. Karl. The Uneasy State: The United States from 1915 to 1945. Chicago and London: University of Chicago Press, 1983. Pp. x, 257. Paper, $7.95; Robert D. Marcus and David Burner, eds. America Since 1945. New York: St. Martin's Press, 1985. Fourth edition. Pp. viii, 408. Paper, $11.95. Review by David L. Nass of Southwest State University, Mn. Michael P. Sullivan. The Vietnam War: A Study in the Making of American Policy. Lexington: The University Press of Kentucky, 1985. Pp. 198. Cloth, $20.00. Review by Joseph L. Arbena of Clemson University. N. Ray Hiner and Joseph M. Hawes, eds. Growing Up In America: Children in Historical Perspective. Urbana and Chicago: University of Illinois Press, 1985. Pp. xxv, 310. Cloth, $27.50; Paper, $9.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Linda A. Pollock. Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge: Cambridge University Press, 1983. Pp. xi, 334. Cloth, $49.50; Paper, $16.95. Review by Samuel E. Dicks of Emporia State University. Yahya Armajani and Thomas M. Ricks. Middle East: Past and Present. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Second edition. Pp. xiv, 466. Cloth, $16.95. Review by Calvin H. Allen, Jr of The School of the Ozarks. Henry C. Boren. The Ancient World: An Historical Perspective. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xx, 407. Paper, $22.95. Review by Arthur Q. Larson of Westmar College (Ret.) Geoffrey Treasure. The Making of Modern Europe, 1648-1780. London and New York: Methuen, 1985. Pp. xvii, 647. Cloth, $35.00; Paper, $16.95. Review by Robert Lindsay of the University of Montana. Alexander Rudhart. Twentieth Century Europe. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xiv, 462. Paper, $22.95. Review by Linda Frey of the University of Montana. Jonathan Powis. Aristocracy. New York: Basil Blackwell, 1984. Pp. ix, 110. Cloth, $24.95; Paper, $8.95. Review by Robert W. Brown of Pembroke State University. A. J. Youngson. The Prince and the Pretender: A Study in the Writing of History. Dover, New Hampshire: Croom Helm, Ltd., 1985. Pp. 270. Cloth, $29.00. Review Michael J. Salevouris of Webster University.

Growing Roots

Changing the Game â—˝  
2020 â—˝  
pp. 1-13
Author(s):  
Jim Host â—˝  
Eric A. Moyen
Keyword(s):  
High School â—˝  
New York â—˝  
Early Childhood â—˝  
West Virginia â—˝  
Junior High School â—˝  
Junior High â—˝  
University Of Kentucky â—˝  
Signing Bonus â—˝  
Baseball Team â—˝  
The University

The chapter describes Jim Host’s early childhood through his high school years. He was born in Kane, Pennsylvania, on November 23, 1937, to Wilford and Beatrice Host. His early childhood included moves to small mountain towns in New York, Virginia, and West Virginia before his family settled in Ashland, Kentucky, when Jim was in junior high school. Host developed a deep love of baseball and became a successful pitcher for Ashland High School’s baseball team. After graduating from high school in 1955, he turned down a $25,000 signing bonus with the Detroit Tigers, opting instead to accept one of the first two baseball scholarships ever offered by the University of Kentucky.

Watson, Foster, (27 June 1860–13 Feb. 1929), Professor Emeritus and Special Lecturer in the University College of Wales, Aberystwyth, since 1913; Special Lecturer in the University of Liverpool, 1920; Dunkin Lecturer in Manchester College, Oxford, 1920; Gresham Professor of Rhetoric since 1915; formerly Chairman of Committee of the Educational Conferences; Life Member of the Court of Governors of the University College of Wales, Aberystwyth; Governor of Dr Williams’s High School for Girls, Dolgelley; External Examiner in Education in the University of London, 1905–09, 1913–17, 1923–27; in the University of Liverpool, 1922–24, and of the National Froebel Union; late Examiner in Education, Universities of Cambridge and Aberdeen; Departmental Editor, Cyclopedia of Education, New York; Editor of the Encyclopædia and Dictionary of Education, London; a Trustee of Dr Williams’s Library; one of the Vice-Presidents of the Royal Society of Literature; Hon. Member of the Maine Historical Society USA; Corresponding Member of the Hispanic Society of America; Corresponding Member of the Real Academia de Buenas Letras de Barcelona; Director hc del Centro de Cultura Valenciana; Socio honorario del Rat Penat de Valencia, and Soci de Mérit del Centro Escolar y Mercantil de Valencia; Hon. Member of La Association de Amigos de Luis Vives

2007 â—˝  
Keyword(s):  
High School â—˝  
New York â—˝  
Royal Society â—˝  
Professor Emeritus â—˝  
Vice Presidents â—˝  
Historical Society â—˝  
University College â—˝  
External Examiner â—˝  
The University â—˝  
Real Academia

scholarly journals A flexible robotics themed system for teaching basic engineering concepts and skills

2013 â—˝  
Author(s):  
Joshua Dian â—˝  
Sinisa Colic
Keyword(s):  
High School â—˝  
High School Students â—˝  
Software Development â—˝  
Broad Spectrum â—˝  
Mechanical Engineering â—˝  
Low Cost â—˝  
Summer Program â—˝  
Engineering Material â—˝  
School Students â—˝  
The University

The robotics stream of the University of TorontoDEEP summer program consistently attracts numer-ous motivated high school students. As instructors,we have developed an extensible low cost platformthat students can construct and enhance over asequence of courses. The platform provides anengaging medium to address many aspects of elec-trical, computer and mechanical engineering whilemaintaining a robotics theme. These include thetheory of electromagnetism, analog and digitalcircuits, software development and ultimately basicmachine learning. Students surveys conducted at thebeginning and end of each course were used to gaugestudent engagement and knowledge before and afterthe courses and provide evidence that the roboticsthemed approach is an eective method for teachinga broad spectrum of engineering material.

scholarly journals Why We Broke Up by D. Handler

10.20361/g2kg61 â—˝  
2012 â—˝  
Vol 1 (4) â—˝  
Author(s):  
Sarah Mead-Willis
Keyword(s):  
High School â—˝  
New York â—˝  
English Literature â—˝  
The Novel â—˝  
Rare Book â—˝  
University Of Alberta â—˝  
Object A â—˝  
Special Collections â—˝  
Sexually Explicit â—˝  
The University

Handler, Daniel. Why We Broke Up. Illus. Maira Kalman. New York: Little, Brown and Co., 2011. Print. In 1975, Judy Blume published Forever, in which a girl meets a boy at a high school party, dates him, falls madly in love with him, sleeps with him, and then breaks up with him. The novel was the first of its kind— a frank and sexually explicit portrait of teen love, delivered by a modern, post-women’s-lib female narrator. And while the book scandalized some readers, it became a coming-of-age touchstone for others. (Indeed, this reviewer remembers getting a copy from her mother – a bit embarrassing, given all the sex that was in it – as a sort of warning of the pleasures and pains of incipient adulthood.) Fast forward thirty-five years to Daniel Handler’s Why We Broke Up, in which a girl meets a boy at a high school party, dates him, falls madly in love with him, sleeps with him, and then breaks up with him. Not quite the trailblazer of a story that it was in 1975, but a fascinating (and in many ways superior) revision of the doomed-teen-romance downer. Daniel Handler is, after all, known to most as Lemony Snicket, and readers may detect shades of Snicket in the sly wit and mordant humour that infuse this particular series of unfortunate events. But his improvements on Blume’s prototype do not stop at style. For one thing -- and this is a big thing -- Handler invents a far more interesting narrator to tell the tale. While Min Green encompasses the moods and caprices typical of the teen girl umwelt, she also displays repertoire of quirks unwedded to age or gender: an obsession with cult cinema, a wicked sense of humour, and a singular worldview disclosed to the reader in lyrical, synaesthetic morsels. (“Enormous as a shout” is how she first describes Ed Slaterton, her love interest.) Through Min’s voice, Handler creates something that is less a love story than a headlong plunge into the teenage psychic cosmos— that welter of sensory, emotional, and cultural bric-à-brac that young people accrue in their projects of self-creation. The book is cluttered with spurious allusions to movies that were never made, musicians who don’t exist, food and beverages not on offer anywhere outside the text. (Viper shots, anyone? How about a bottle of Scarpia’s Extra Bitter?) These are a clever device on the author’s part; instead of attempting to tap the vocabulary of teenage cool (and burden the novel with effortful hipness), Handler fabricates a pitch-perfect simulacrum. As befits a post-2000 story of young love, there is a visual counterpoint to Handler’s text. Each chapter begins with the image of an object -- a bottle cap, a comb, a pair of earrings – rendered in lush oil paint by artist Maira Kalman. All are mementos of Min’s and Ed’s relationship, and all are cast away as Min comes to grips its ruin. But just as love leaves a trace that cannot be easily expunged, so the images conjured by this novel will resonate, mournful and comic, long after the book is closed. Highly recommended:  4 out of 4 starsReviewer:  Sarah Mead-WillisSarah is the Rare Book Cataloguer at the University of Alberta's Bruce Peel Special Collections Library. She holds a BA and an MLIS from the University of Alberta and an MA in English Literature from the University of Victoria.

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