The Columbus Linguistics in High School experience: Fits and starts as a prelude to success

We report here on our efforts to incorporate linguistics into the high school curriculum in a large midwestern metropolitan area through a university-based initiative — Linguistics in High School (LxHS) — spearheaded by the Department of Linguistics at The Ohio State University. We offer a brief history of the project, and explain our strategy of targeting non-public schools and the practical nature of the reasoning behind this decision. We chronicle the ups and downs of our efforts, ultimately reporting on our success with implementing a linguistics course and a linguistics club at a small local STEM-oriented high school. This partnership between the school and the Linguistics Department has allowed, among other things, for on-site visits by the students to phonetics and sociolinguistics labs. By presenting our challenges, strategies, failures, and successes, we hope that others may be encouraged to evaluate how they can make a difference in their locale and with the resources they have.

Comic Studies THE POTENTIAL OF WAYANG RAMAYANA R.A KOSASIH COMICS AS A MEDIA (KOMPLEMENTER) OF JUNIOR HIGH SCHOOL LEARNING IN CENTRAL JAVA

Local content for junior high school content in Javanese language lessons is the story of Ramayana. Junior high school curriculum version 2013, uses Kidang Kencana story segment in Ramayana as Basic Competence 3 in Semester 2 outcome, and students have difficulty understanding it due to various factors. On the other hand, R.A Kosasih made a wayang comic titled Rama and Sinta (Ramayana). Therefore, the aim of this research is to examine whether the comic Rama and Sinta (Ramayana) can be used as a learning medium for junior high school students in Central Java. This is a qualitative research with an empirical approach. The results of the analysis show that there are similarities in the contents of the story, characters, settings and the story line of the Ramayana between the Javanese language textbook and the comic. Therefore, it can be concluded that the comic Rama and Sinta (Ramayana) can be used as a learning medium in Javanese language subjects through language translation, because the content is in accordance with the curriculum.

Estado da arte das pesquisas sobre ENEM no Brasil

Levantamento de pesquisas que abordam a percepção das relações entre o ENEM e o currículo do Ensino Médio brasileiro. Realizou-se revisão da literatura especializada sobre o tema, com levantamento de publicações dos últimos 15 anos, buscando identificar artigos em Língua Portuguesa, indexados acerca do tema. A coleta de dados ocorreu em novembro de 2018, com levantamento na base digital de dados da CAPES e da SCIELO com periódicos indexados no período de 2003 a 2018. A partir categorização das pesquisas, apresenta-se a descrição do material selecionado, analisando as peculiaridades dos artigos, tais como o tipo de pesquisa desenvolvida em cada um deles e a discussão empreendida sobre ENEM e Currículo do Ensino Médio no Brasil. A abordagem focada na relação entre ENEM e currículo do Ensino Médio caracteriza oportunidade relevante na perspectiva de compreender a adequação do sistema educacional brasileiro às proposições do exame no âmbito da sociedade globalizada. Survey of research that addresses the perception of the relationship between ENEM and the Brazilian high school curriculum. A review of the specialized literature on the subject was carried out, with a survey of publications from the last 15 years, seeking to identify articles in Portuguese, indexed on the subject. Data collection took place in November 2018, with a survey in the digital database of CAPES and SCIELO with indexed journals in the period from 2003 to 2018. From the categorization of research, the description of the selected material is presented, analyzing the peculiarities of the articles, such as the type of research developed in each one of them and the discussion carried out on ENEM and High School Curriculum in Brazil. The approach focused on the relationship between ENEM and the high school curriculum characterizes a relevant opportunity from the perspective of understanding the adequacy of the Brazilian educational system to the exam's propositions within the scope of the globalized society.

791Health Promotion in High School curriculum: Brazil and Canada

Focus of Presentation Searching on documents about High School (or Secondary) education we found some differences in both curriculum, Brazil and Canada. High School in Brazil has three year (grade 10 to 12). In other hand, High School in Canada has four years (grade 9 to 12). The main focus of this work is a comparison about how “health promotion” appears in High School curriculum in Brazil and Ontario-CA, in especial at Physical Education curriculum. Findings In Brazilian High School, Physical Education curriculum is mandatory. However the key-words “health” appears 11 times in a federal document (Ministry of Education) with 241 pages. Key-words like “health promotion” appear one time and “social determinants” none. Ontario-CA have a Health and Physical Education curriculum. In this case, the key-words “health” appears more than 1000 times in a province document (Ministry of Education) with 224 pages. Key-words like “health promotion” appear 14 times and “social determinants” 3 times. Conclusions/Implications Text Physical Education curriculum in Brazil need to emphasize “health promotion” contents as a life condition and physical literacy and health literacy. Meantime, Ontario-CA curriculum show a few content about “social determinants” which is a core concept in “health promotion” studies. Key messages Text High School curriculum need emphasize “health promotion” and “social determinants” as a core concept for a physical literacy and health literacy.

Multikulturalisme: Analisis Wacana Buku Teks Pelajaran Sejarah

This article is a review of the history textbooks of High School that aims to view and analyze the content of multiculturalism material contained in history textbooks. The method used in this study is critical discourse analysis. The subject in this study is Indonesia history textbook class XI High School Curriculum 2013 (Revised 2017). The results of the study showed that there is a content of multiculturalism material contained in textbooks. This can be seen from the achievements of indoctrinators who support multiculturalism as a whole (the value of tolerance, the value of equality, and democratic values). With the appearance of these indicators, it can be said that the Indonesia history textbook class XI curriculum 2013 is enough to display the content of material containing multiculturalism. In addition, withthe ampilnya content of multiculturalism material in historical textbooks, it can be said to be an effort to be able to channel the understanding of multiculturalism to the younger generation (students). The material of multiculturalism itself is very suitable to be displayed in historical textbook material. Because, history textbooks in addition to being a medium that supports learning, is also a medium that can show learners a historical event that has occurred in the past with many essences and values of diversity that exist. It is a common interest for the formation of attitudes of learners who can respect each other in their lives. KEYWORDS Multiculturalism, History textbooks, Discourse analysis.

Automated Machine Learning for Business

In Automated Machine Learning for Business, we teach the machine learning process using a new development in data science: automated machine learning. AutoML, when implemented properly, makes machine learning accessible to most people because it removes the need for years of experience in the most arcane aspects of data science, such as the math, statistics, and computer science skills required to become a top contender in traditional machine learning. Anyone trained in the use of AutoML can use it to test their ideas and support the quality of those ideas during presentations to management and stakeholder groups. Because the requisite investment is one semester-long undergraduate course rather than a year in a graduate program, these tools will likely become a core component of undergraduate programs, and over time, even the high school curriculum.

DEVELOPMENT OF ASSESSMENT INSTRUMENTS FOR TEACHERS USED IN ASSESSING HIGH SCHOOL STUDENTS' EXPOSITION WRITING: A SYSTEMATIC FUNCTIONAL APPROACH

This research aims at developing a writing assessment rubric for a exposition text. This rubric is made in accordance with the assessment standard of the current Senior High School curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) to be used by the teachers. Based on observations made of two high school English teachers at SMA Negeri 19 Medan , it was found that the assessment of students' writing in class XI was done by simply giving points or grades without any clear criteria. Such assessments tend to be subjective, inaccurate, and are not helpful for students. One way to overcome this is to use an assessment rubric. The development of this rubric was done through 7 stages of development, namely research and information collection, planning, developing premilinary forms of the product, premilinary field testing, main product revision, main field testing, and operational product revision. The development of this rubric is based on 16 students' writing. Analysis of data in this study was conducted by analyzing and assessing students' writing in first and second drafts as well as the results of the first and second questionnaires and interviews. The results show a rubric that can be used by the teacher to score students’ writing.