Academic literature on the topic 'HISD-E middle schools'

Contemporary music education particularly emphasises the objective to humanise the process of education, i.e., to focus on the individuality of the learner, to stimulation of his / her self-expression and abilities to assume the role of a leader. The article analyses the expression of leadership of basic school learners (aged 14–16) in music activity, which was explored during the research conducted in Alytus basic schools. The significant difference was established between the high level of importance of all the empirical features of manifestations of leadership (initiative, creativity, artistry, innovation) and a considerably lower level of expression of these empirical features in music activity. This substantiates the topicality of the chosen theme and possibilities of enhancing expression of leadership in basic schools. The object of the research: the tendencies of middle age school students‘ leadership in music activity. The aim of the research: to highlight the tendencies of middle age school students’ leadership in music activity. The characteristics of the sample. The research sample embraced 8–10th formers from Alytus “Šaltiniai” Basic School (n = 152) and “Dainava” Basic School (n = 86). The total number of school learners in the survey equaled 238 respondents (117 females and 121 males). The following conclusions are drawn in the article: On the basis of the insights of researchers, in this article leadership is determined as an integral individuality of personality, which is manifested in music activities through initiative, creativity, artistry and innovation of music activity (singing, music playing, creation): initiative reveals itself through fluency in singing, focused music playing, consistency of creation; creativity – individuality of singing, expressiveness of playing music, originality of creation; artistry is seen through depth of singing, focused playing, substantiation of creation; innovation – through non-standard singing, original style of playing, variety of creation. The analysis of expression of middle school age students’ leadership revealed that school learners’ leadership in music activity was most frequently expressed through innovation (originality of playing), creativity (individuality of singing), initiative (fluency in singing) and artistry (focused playing), i. e., through quality of music performance (singing and playing music). Most difficulties are encountered when school learners have to self-dependently arrange, create music, to analyse and improve own musical compositions independently and with help of a teacher. Such results have been partially predetermined by limited experience of music creative activities of senior school learners. The research revealed that the level of leadership expression of middle age school learners’ leadership in music activity is not high because of the established insufficient level of components of music arrangement (improvisation, creation of musical compositions). The significant difference was established between the importance of all the empirical features of manifestations of leadership (initiative, creativity, artistry, innovation) and the level of expression of these features in practical music activity. This demonstrates the topicality of the chosen theme and possibilities of development of expression of school learners’ leadership through music activity in general education schools.

The place of repentance and retribution in children’s lives between 1740 and 1870 has not been viewed positively. E. P. Thompson famously claimed that ‘the child’ in Methodist Sunday schools and in pious homes, from about 1780, was subjected to ‘the worst kind of emotional bullying to confess his sins and come to a sense of salvation’. In the 1840s children in the mines allegedly reported that they had been taught at Sunday school that hell was a place full of fire and brimstone. Nor have such assertions been made only about working-class children. Lawrence Stone, James Walvin, Walter Houghton and others claimed that the young of the middle and upper classes were intimidated by stories such as Mrs Sherwood’s The Fairchild Family, and other Evangelical tracts threatening hell and retribution and urging immediate repentance. In 1995, Hugh Cunningham still followed Stone’s chronology in suggesting that the early nineteenth century was a period of ‘reaction’ in religious terms for children.

A teacher who is capable of carrying out his teaching duties if the stages of preparation, learning process and evaluation are carried out according to his design. The process that is often neglected is that the learning model used is sometimes unable to provide solutions to teachers. Curriculum changes that have occurred in Indonesia indicate that all education actors, including teachers, must be ready and improve themselves to follow the development of change. In line with the demands for changes in the 2013 Curriculum calls for changes in development from social in nature to democratic participation, for the sake of human resource growth. If so, education should be directed as a process: learning to know, learning to do, learning to live together, learning to be yourself (learning to be) and even lifelong learning (life long). learning), must adorn the lifestyle of a teacher, remembering that the teacher is an important figure in the process of change. This study intends to apply a learning model including: development of a syllabus and a Learning Implementation Plan (RPP) cooperative type time token type in PAK and Character In Class V, the material of Allah loves the world. The action hypothesis is a temporary answer in the form of action on the formulation of the problems set out in this classroom action research which is: student learning outcomes will increase "can be accepted. Based on the results of the implementation of classroom action research with the title implementation of the Jerrold E camp learning model in Christian education (PAK) and Character subjects in junior high schools, especially in Hauru Christian Middle School in class VIII which lasted for 2 research cycles, it can be concluded: Christian Educarion (PAK) and Character work effectively, so student learning outcomes will increase

In the aftermath of the First World War, two schools of divergent thought emerged among Whitehall's Middle East policy-makers. One, propounded by T. E. Lawrence, found support in the Foreign Office, where many favoured Arab national ideals and backed the Hashemite family for rulership positions in the region. The other, epitomized by Arnold Wilson, the civil commissioner for Iraq, was thought to reflect the India Office view that direct British rule in Iraq was essential and that Hashemite pretensions should be opposed. In this article, the author shows that the lines separating the India and Foreign Offices were not so clearly drawn. Many senior officials in the India Office were disturbed by Wilson's imperial programme for Iraq and some were prepared to support Hashemite aspirations. But Lawrence's 1920 campaign for Hashemite rule and his hyperbolic press attacks on Wilson's policies had the paradoxical effect of moving the India Office to defend Wilson and to revert to their anti-Hashemite stance. The article concludes with an analysis of the reasons behind the triumph of the Lawrentian over the Wilsonian schools at the end of 1920, when Wilson was removed from Iraq and Middle East policy-making was consolidated in the Colonial Office.

<p>A pegada hídrica é uma ferramenta de gestão de recursos hídricos que indica o consumo de água doce com base em seus usos direto e indireto. O uso direto é feito pelo consumidor ou produtor ao utilizar ou elaborar um produto e uso indireto consiste ao longo da cadeia produtiva dos produtos utilizados pelo consumidor ou produtor. Desta forma, tal indicador pode ser utilizado na conscientização e racionalização do consumo de água doce, uma vez que permite aos usuários em geral o entendimento do quanto de água é utilizado na fabricação de produtos ao longo de sua cadeia produtiva. Portanto, os segmentos da sociedade podem quantificar a sua contribuição para os conflitos de uso da água e degradação ambiental nas bacias hidrográficas em todo o mundo. A metodologia utilizada para a realização deste trabalho consistiu na aplicação de questionários, em três escolas pré-selecionadas, com o propósito de avaliar o nível de conscientização dos alunos em relação ao consumo de água. Este trabalho tem como objetivo utilizar o indicador pegada hídrica na conscientização ambiental do uso da água por alunos do ensino médio do município de Pombal – PB, com base no uso de novas tecnologias de estudo do espaço geográfico. Apesar de os alunos da escola menino Jesus apresentar melhor desempenho no consumo e gerenciamento dos recursos hídricos, sua média de acertos foi muito próxima das escolas públicas Monsenhor Vicente Freitas e Arruda Câmara. O valor médio da pegada hídrica nacional é de 1.381 m³/hab/ano e a média global é de 1.240m³/hab/ano, logo percebe-se que a maioria dos bairros obtiveram média abaixo da global e da nacional.</p><p><strong><em>The water footprint and the level environmental consciousness three high school education middle municipality of Pombal-PB</em></strong></p><p><strong>Abstract</strong><strong>: </strong>The water footprint is a water resource management tool that indicates the fresh water consumption based on their direct and indirect uses. The direct use is the use made by the consumer or producer to use or develop a product and indirect use is the use along the supply chain of the products used by the consumer or producer. Thus, such an indicator can be used in awareness and rationalization of consumption of fresh water, as it allows users overall understanding of how much water is used in the manufacture of products throughout its supply chain. Therefore, the segments of society can quantify its contribution to conflicts of water use and environmental degradation in river basins around the world. The methodology used for this work consisted of questionnaires in three pre-selected schools, in order to assess the level of students' awareness of water consumption. This paper aims to use the water footprint indicator on the environmental awareness of water use by high school students in the city of Pombal - PB, based on the use of new study of geographical space technologies. Although the menino Jesus School students perform better in consumption and management of water resources, his batting average was very close to the public schools Monsenhor Vicente Freitas and Arruda camara. The average national water footprint is 1.381 m³ / person / year and the global average is 1.240m³ / person / year, then it is clear that most districts have obtained average below the global and national levels.</p>

The city of Mychesk (Mychsk) is mentioned by the Hypatian Chronicle in the episode of the chase of Halich Prince Volodymyr Volodarovych for Prince Iziaslav Mstyslavych during his raid in 1151 to Kyiv occupied at that time by Prince Yurii Dolhorukyi. In the middle of the 19th century E. Rulikovskyi and L. Pokhilevych, having based on local legends, localized Mychesk on the territory of Mykgorod — a suburb of Radomyshl (today the part of city). The remains of the fortifications (ramparts and ditches), located on the peninsula at the influx of the Myka river into the Teteriv, were considered as the rests of Mychesk. For the first time, they were examined and described by V. Antonovych in the late 19th cent. Most of the researchers such as M. Hrushevskyi, A. Kuza, V. Misiats agreed with this version of Mychesk localization. In 1973 and 1985 M. Kuchera has made the survey on the territory of that peninsula and dug the prospect holes on the territory of Mykgorod fortifications. As a result, no artifacts and cultural layers dated to Old Rus period were found on the site or adjoining territory. The researcher considered this site to be the remains of a fortified churchyard in the Late Middle Ages. In 2009 and 2011 the additional researches of Mykgorod were made by the authors of the paper. The artifacts of Old Rus period have not been discovered. Instead of that fact, in 2011, numerous fragments of pottery dated to the middle — the second half of the 11th century and at the 12th—13th century were found in the central historical part of the modern city. Artifacts were located on the high terrace of the left bank of Myka river, in the garden of school # 3 and on the neighboring backyards. Huge cultural layer was obsereved in the prospect hole, the lower horizons of this layer are well preserved and provide the findings of ceramics dated to the middle — the second half of the 11th century. In the autumn of 2019, the authors carried out the rescue exploration on the school territory caused by construction of the school water and sewer system. In the communication trench the cultural layers, its capacity and current state of preservation were traced. The remains of three objects destroyed by modern machines were also recognized, they are dated to the Old Rus period. The ceramics dated to the 10th—18th centuries was collected. It should be noticed that in 2011 and in 2019 the fragments of plinth (a Greek brick) were found on the surface and during exploration. For the first view it can be dated to the late 11th — the first third of the 12th cent. These findings ought to show the existence of the stone church in Mychesk at the Middle Ages. Thus, the question of localization of the annalistic Mychesk consider to be fundamentally resolved. To form the complete scientific understanding of this Old Rus city we need further special historical and archeological research.

Each year, the Harvard Islamic Finance Information Program (HIFIP) of the Center for Middle Eastern Studies organizes this forum. This year's forum had an international flavor, thanks to participants from Malaysia, South Africa, the Middle East, and Europe. Participants were mainly finance industry representatives from the Islamic Development Bank, the Kuwait Finance House, HSBC Amanah Finance, the Dow Jones Islamic Index, Bank Indonesia, Freddie Mac, and others. In addition, several experts in Islamic economics and finance, such as Monzer Kahf, M. Nejatullah Siddiqi, Nizam Yaquby, and Frank E. Vogel participated. Many other participants sought to educate themselves about the principles of Islamic finance and the availability of lslamically approved financial products. Overall, the forum was more of an opportunity for those interested in Islamic finance to meet each other, network, and present some of their latest lslamically approved financial instruments and contracts. The forum fea­tured a few research papers and many case studies. Most presentations and panel discussions focused on current and past experiences in the Islamic finance industry, challenges facing the development of new financial instru­ments, effective marketing and delivery of products to end-users, and areas where applying jjtihad is most needed and promising. Participants also dis­cussed the need to develop relevant financial institutions to strengthen the stability and perfonnance of Islamic financial service providers ( e.g., man­aging liquidity and risk). Thomas Mullins, HIFIP's executive director, welcomed the guests. He stressed the Islamic finance industry's important role in creating a dialogue between I slam and the West - a role made especially relevant after Septem­ber 11. Forum chairperson Samuel Hayes, Jacob Schiff Professor Emeritus at Harvard Business School, used his opening remarks to commend the industry on its many accomplishments during the past decade and outlined areas for improvement. In his introduction, Saif Shah Mohammed, presi­dent of the Harvard Islamic Society, suggested that the industry should prer vide relevant services to students, such as Shari'ah-compliant educational loans and young professional programs. Ahmad Mohamed Ali, president of the Islamic Development Bank (IDB), delivered the keynote address: "The Emerging Islamic Financial Architecture: The Way Ahead." He discussed the infrastructure required to strengthen the Islamic financial industry, which is in a process of evolution. Some recent major initiatives include the Accounting and Auditing Organ­ization for Islamic Financial Institutions, the Islamic Financial Services Organization, an international Islamic financial market with a liquidity management center, and an Islamic rating agency. Currently, there are ...

The paper offers to extend the historical time frame of modern cross-media studies formation. The start of this research direction dates not from the 1950-60s, as it is usually considered to be, but from the early 20th century, the ‘synthesis epoch’. Development of neosyncretism was accompanied by creating bright theories in aesthetics and art criticism and promoting the concept of arts’ interaction by the humanities. Three scholars — H. Wolfin, M. Dessoir, and A. Warburg were the pioneers of the modern interdisciplinary research field. The author considers that the range of influences on the cross-media studies in literary criticism should be broadened with the works of philosophers and art critics who started to use the cross-media strategies (not the term itself) when analyzing the works of literature and arts. The leading role belonged to the Iconology school (E. Panofsky, R. Wittkower, E. Gombrich et al.). Their methods were based on applying tools of various disciplines. In the first place, they took into account connections between literature and visual arts. Henceforth, philology interpolated the iconological method into visual and comparative studies. One of the contemporary leading cross-media researchers, W. J. T. Mitchell, named his first book “Iconology: Image, Text, Ideology” (1986). In the middle of the 20th century, philosophy had a considerable influence on the cross-media research formation. In particular, literary critics referred to phenomenology (the works by M. Dufrenne, R. Ingarden. M. Merleau-Ponty) and actualized the analysis of interacting arts once more. A visual turn in culture caused growing attention to the issues of apperceptive cross-sensual experience. The newest works in the fields of perception psychology, gestalt psychology, neurolinguistics, and neurophysiology also support the general cross-media theory. It is possible that, due to the mutual influences of sciences, a uniform platform for studying syncretic phenomena will be created.

Learning is not limited to a certain age group or a formal study environment. However, the first eight years, and particularly the first three years, are most important, as the effects of the care and attention provided to the child during this period will continue throughout his or her life. A child’s early learning processes develop their educational abilities and skills, and fosters their academic achievements.Preschool can be very benefit to development and learning for children, but there are differences between countries in this area. It can reduce the repetition in the classroom and can raise achievement scores for students through the preschool programs of high quality (Jacobson and Linda 2008). There are many applications in the Middle East that teach kids, but there is didn't link between the vowels of the Arabic alphabet characters and verbally voice for each character and training to select correct format of Arabic alphabet like (fatha, dama and kasra). This study aims to develop an educational application for children from the ages of 3 to 5 to help them improve their skills and abilities. The application will also prepare them for school by teaching them the Arabic letters, pronunciation and the short vowels (fatha, dama and kasra). The application also aims to help children communicate and interact more effectively with their external environment by employing several theories about learning skills, such as Piaget’s Theory of Cognitive Development, Edger Dale’s Cone of Learning and Bloom's Taxonomy of Cognitive Goals. The application will focus on the first three levels of Bloom's Taxonomy Pyramid which are ‘Remember’, ‘Understand’ and ‘Apply’. Furthermore, the application will be designed to aid children with their Arabic pronunciation, and aural and oral skills, and train and educate them in preparation for attending school. The expected result is that it will be considerably better than educational books for children’s education. Combining education and play in e-learning applications is an important way to attract children.

Este artigo analisa a partir de perspectiva docente a influência das práticas pedagógicas inclusivas em uma escola de Educação para Jovens e Adultos (EJA), para o desenvolvimento do aluno adulto com Deficiência Intelectual Leve ou Moderada. O estudo se deu a partir de pesquisa bibliográfica e de pesquisa de campo junto a docentes que atuam nos anos finais do Ensino Fundamental e do Ensino Médio da EJA. Sustenta-se na Teoria Histórico- Cultural de Vygotsky, entendendo o sujeito adulto como um ser constituído socialmente, passível de desenvolvimento e influências do meio. Os dados apontam que a escola está buscando atuar sob os princípios da Educação Inclusiva, onde as práticas pedagógicas tendem a contribuir com o desenvolvimento social do sujeito adulto deficiente intelectual, sob uma abordagem da reconstrução do direito de estudar. No entanto, evidenciam a necessidade de conscientização do aluno e de seu grupo familiar para a vivência da adultez, e da efetiva atuação das redes que dão suporte às famílias. O estudo também suscita possibilidades para contrapontos e aprofundamento de estudos considerando o atendimento ao aluno com Deficiência Intelectual Leve ou Moderada que está na EJA e a vivência efetiva da cidadania, sobrepondo-se às acomodações históricas observadas socialmente na relação com a deficiência. Palavras- chave: Educação; Deficiência; desenvolvimento. ABSTRACT: This article analyzes from a teaching perspective the influence of inclusive pedagogical practices in a school for youth and adult education (EJA), for the development of the adult student with light or moderate intellectual disability. The study was made starting from a bibliographic and field research along with the faculty that act in the final years of middle and high school at EJA. It holds itself in the Cultural-Historical Theory of Vygotky, that understands the adult subject as a living being socially constituted, susceptible of environ mental development influences. The data points that the school is trying to act under the principles of inclusive education, where the pedagogical practice tend to contribute to the social development of the intellectual deficient adult subject, under a reconstruction of the right to study approach. However, they evidenced the need for the student awareness and his/her family group for the experience of adulthood, and the effective acting of the networks that give support to the families. The study also raises possibilities for counterpoints and deepening of the studies considering that it’s at EJA and effective experience of citizenship, overlapping the historical accommodations socially observed in the relation with disability.Key words: Education; Disability; Development. RESUMEN: Este artículo analiza desde perspectiva docente la influencia de las prácticas pedagógicas inclusivas en una escuela de Educación para Jóvenes y Adultos (EJA), para el desarrollo del alumno adulto con Deficiencia Intelectual Ligera o Moderada. El estudio se dio a partir de investigación bibliográfica y de investigación de campo junto a docentes que actúan en los años finales de la Enseñanza Fundamental y de la Enseñanza Media de la EJA. Se sustenta en la Teoría Histórico-Cultural de Vygotsky, entendiendo al sujeto adulto como un ser constituido socialmente, pasible de desarrollo e influencias del medio. Los datos apuntan que la escuela está buscando actuar bajo los principios de la Educación Inclusiva, donde las prácticas pedagógicas tienden a contribuir con el desarrollo social del sujeto adulto discapacitado intelectual, bajo un enfoque de la reconstrucción del derecho de estudiar. Sin embargo, evidencian la necesidad de concientización del alumno y de su grupo familiar para la vivencia de la adultez, y de la efectiva actuación de las redes que dan soporte a las familias. El estudio también suscita posibilidades para contrapuntos y profundización de estudios considerando la atención al alumno con Deficiencia Intelectual Ligera o Moderada que está en la EJA y la vivencia efectiva de la ciudadanía, sobreponiéndose a las acomodaciones históricas observadas socialmente en la relación con la discapacidad

This thesis intends to demonstrate how capital infrastructure investments can be targeted objectively, using the "Safe Routes to School" (SRTS) program for context. SRTS impacts physical activity, a determinant of childhood obesity by encouraging children’s regular active transportation use. This thesis supports the widespread implementation of SRTS and has developed the "Shelling Model" to objectively identify schools for programming. Accordingly, the "Shelling Model" aims to objectively identify physical and socio-economic environment variables impacting HISD-E middle school neighborhoods’ walkability. The "Shelling Model" is a first step in creating a walkability index for which pedestrian orientation levels can be identified and schools targeted. This model facilitates the identification of variables, providing insight into neighborhood walkability levels. Revealed by statistically significant variables, in combination with Walkscore and Catchment regression models’ respective 45.5 and 13.6 Adjusted R-Square values, the "Shelling" archetype proves a useful tool for investigating the walkability of HISD-E middle school neighborhoods.

In recent years Facebook, MySpace, and other social-networking sites have been blamed for the suicides of teenagers in Missouri, Massachusetts, and New York. Parents complained their children were traumatized by nasty comments posted by cyberbullies on social-networking sites. Schools and districts are taking action in response. According to a T H E Journal survey conducted in 2009, 68 percent of respondents replied that their districts banned social networking sites for students and teachers, 19 respondents replied that they banned social networking sites only for students, and another 12 percent said there was no ban in their districts. In the following case study, which is a true story based on a news report in the Sprint of 2010, a middle school principal calls for parents to yank their children from all social-networking sites after a so-called “Naughty List” was posted on Facebook. Is his extreme measure justifiable?

This chapter focuses on Daniels's encounter with Victor C. Turner Sr., who worked for the Negro Cooperative Extension System of the U.S. Department of Agriculture. Turner's biography as a representative of the educated black middle class is presented, including his participation in an officers' training program at Fort Des Moines, Iowa, during World War I. Turner told Daniels about racial violence and debt peonage in Lowndes County, Alabama, mentioning a planter named Dickson. Historical research connects a peonage case involving Lowndes County sheriff J.W. Dickson in 1903 with a case involving his younger brother, Robert Stiles Dickson Sr., in 1946. Neither brother was ever prosecuted, and the younger one was especially socially prominent. The chapter analyses Daniels's portrayal of Turner and Dickson, who remain anonymous in A Southerner Discovers the South. He sought confirmation of Turner's story from white Alabamans, including Birmingham newspaper editor James E. Chappell. Chappell's daughter Mary had taught at the Calhoun Colored School in Lowndes County and seemed to represent a new social consciousness among younger white southerners. However, another journalist's account of the suppression of the black Sharecroppers Union in 1932 reiterated that planter violence was endemic in the Alabama Black Belt.

Many authors have explored the ideas of philosophy and educational theory and how those ideas can serve as a foundation for teaching practices. Philosophy is a broad subject, and it is not the purpose of this book to create a new philosophy of music teaching and learning; however, we can beneficially draw on philosophical and theoretical works of others to form some foundations. By necessity, a theory of technology-based music instruction begins with a theory of music education. To deviate from this would be to neglect the important theoretical work that forms the guiding foundation of teaching in our chosen art form. The critical role of theory in this new method of teaching is to help technology-based music instructors develop dispositions that make this type of teaching less forced, more natural than it might otherwise be. The most successful technology-based music teachers are those who recognize the capacities of their students to engage with technology, to be creative, and who are willing to modify some beliefs—possibly long-held ones—to allow their students the freedom to explore and construct their musical skills and knowledge. These are difficult dispositions to develop. Understanding some important theoretical and philosophical work can help in treading that path by helping teachers acknowledge findings that have come before, and by letting us make critical decisions about the ways we teach and our students learn. The teacher in the following Profile of Practice has developed trust in his students and himself, assurance that he can promote students’ creativity, and confidence in his TBMI abilities. He knows that students come to his classes with unique worldviews, and with experiences, both musical and otherwise, accumulated over each of their lifetimes. While he does not place great emphasis on theoretical models of creativity or on articulating his own music teaching philosophy, his teaching reflects some of the most important philosophical dispositions found in effective TBMI teachers. Mr. E teaches middle school music in a relatively affluent suburb. He is fortunate to have experiences teaching music at many levels and has a wealth of formal training in music technology from both his undergraduate and graduate degree work.