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Journal articles on the topic 'Hyde School'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Fusco, Mark. "Burnout factories." Phi Delta Kappan 98, no. 8 (May 2017): 26–30. http://dx.doi.org/10.1177/0031721717708291.

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In its well-intentioned effort to create alternatives to public school dropout factories, the charter school sector has created teacher burnout factories. But it does not have to be this way. Charter schools can continue to maintain high standards while creating a more sustainable work environment for teachers. This article examines the teacher burnout issue as a larger national trend, discusses its particularly toxic effect on the author’s school, Hyde Leadership Charter School in New York City, and describes an effort to improve retention among that school’s faculty.

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2

Wasteneys, Hardolph, James McLelland, and Sydney Lumbers. "Precise zircon geochronology in the Adirondack Lowlands and implications for revising plate-tectonic models of the Central Metasedimentary Belt and Adirondack Mountains, Grenville Province, Ontario and New York." Canadian Journal of Earth Sciences 36, no. 6 (June 21, 1999): 967–84. http://dx.doi.org/10.1139/e99-020.

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New high-precision, single-grain dating of leucogranites from the Adirondack Lowlands, dated previously by multigrain zircon methods at ca. 1416 Ma (Wellesley Island) and ca. 1285-1230 Ma (Hyde School Gneiss), has yielded U-Pb zircon ages of ca. 1172 Ma, identical to that of Rockport granite of the Frontenac terrane. In addition, sensitive high resolution ion microprobe (SHRIMP) zircon dating of the intrusive Antwerp-Rossie suite in the Adirondack Lowlands indicates a maximum emplacement age of ca. 1207+26-11 Ma which fixes a minimum age for deposition of regional metasedimentary rocks that it crosscuts. These results remove apparent chronological discrepancies across the St. Lawrence River, thus expanding the significance of the Rockport granite and Hyde School Gneiss and requiring modification of plate-tectonic models for the Central Metasedimentary Belt and Adirondack Mountains in the interval ca. 1350-1125 Ma.

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3

Hester, Jo, Jane Walters, and Claudette Brown. "The impact of the Hyde School Breakfast Family Reading Club on the school community." Race Equality Teaching 27, no. 1 (January 1, 2009): 21–26. http://dx.doi.org/10.18546/ret.27.1.06.

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4

Davidson, Michael W. "Pioneers in Optics: George Gabriel Stokes and William Hyde Wollaston." Microscopy Today 21, no. 6 (November 2013): 46–48. http://dx.doi.org/10.1017/s1551929513000977.

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Born in Ireland on August 13, 1819, George Stokes was the youngest of six children. His father, a rector, directed his early education before sending him to a school in Dublin. Stokes attended Bristol College in England, followed by Pembroke College at Cambridge University, where he studied mathematics. He graduated in 1841 and was bestowed with many honors, including a fellowship that enabled him to remain at Cambridge. In 1849, Stokes was appointed Lucasian Professor of Mathematics and spent the rest of his life working at the prestigious school.

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5

Hurren, Elizabeth T. "A Pauper Dead-House: The Expansion of the Cambridge Anatomical Teaching School under the late-Victorian Poor Law, 1870–1914." Medical History 48, no. 1 (January 1, 2004): 69–94. http://dx.doi.org/10.1017/s0025727300007067.

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In May 1901 an article appeared in the Yarmouth Advertiser and Gazette entitled ‘Alleged Traffic in Pauper Corpses—How the Medical Schools are Supplied—The Shadow of a Scandal’. It recounted that, although a pauper named Frank Hyde aged fifty had died in Yarmouth workhouse on 11 April 1901, his body was missing from the local cemetery. The case caused a public outcry because the workhouse death register stated that Hyde had been “buried by friends” in the parish five days after he had died. An editorial alleged that “the body was sent to Cambridge for dissection” instead and that the workhouse Master's clerk profited 15 shillings from the cadaver's sale. Following continued bad publicity, the visiting committee of Yarmouth Union investigated the allegations. They discovered that between 1880 and 1901 “26 bodies” had been sold for dissection and dismemberment under the terms of the Anatomy Act (1832) to the Cambridge anatomical teaching school situated at Downing College. The Master's clerk staged a false funeral each time a pauper died in his care. He arranged it so that “coffins were buried containing sand or sawdust or other ingredients but the body of the person whose name appeared on the outside [emphasis in original]” of each coffin never reached the grave. This was Hyde's fate too. Like many paupers who died in the care of Poor Law authorities in the nineteenth century, Hyde's friends and relatives lacked resources to fund his funeral expenses. Consequently, he underwent the ignominy of a pauper burial, but not in Yarmouth. His body was conveyed on the Great Eastern railway in a “death-box” to Cambridge anatomical teaching school. Following preservation, which took around four months, the cadaver was dissected and dismembered. It was interred eleven months after death in St Benedict's parish graveyard within Mill Road cemetery, Cambridge, on 8 March 1902. A basic Christian service was conducted by John Lane of the anatomy school before burial in a pauper grave containing a total of six bodies. The plot was unmarked and Frank Hyde disappeared from Poor Law records—the end product of pauperism.

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6

VanLeuvan, Patricia. "Young Women Experience Mathematics at Work in the Health Professions." Mathematics Teaching in the Middle School 3, no. 3 (November 1997): 198–206. http://dx.doi.org/10.5951/mtms.3.3.0198.

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Middle school students often need assistance in connecting the mathematics they are learning in school to their future responsibilities as adults and to the skill requirements of the varied career options that will be open to them. Experiencing mathematics as it is actually used in the workplace may motivate students to continue mathematics coursework. Young women, in particular, are more apt to enroll in mathematics courses throughout high school when they see mathematics as useful for future study or for a career (Linn and Hyde 1989; Pedersen, Bleyer, and Elmore 1985; Tobin and Fox 1980).

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7

Ruis, A. R. "“The Penny Lunch has Spread Faster than the Measles”: Children's Health and the Debate over School Lunches in New York City, 1908–1930." History of Education Quarterly 55, no. 2 (May 2015): 190–217. http://dx.doi.org/10.1111/hoeq.12113.

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A few days before Thanksgiving in 1908, the home economist Mabel Hyde Kittredge initiated a school lunch program at an elementary school in Hell's Kitchen, serving soup and bread to hungry children in the infamous Manhattan neighborhood. The following year, she founded the School Lunch Committee (SLC), a voluntary organization composed of home economists, educators, physicians, and philanthropists dedicated to improving the nutritional health and educational prospects of schoolchildren. By 1915, just seven years after the initiative began, the SLC was serving 80,000 free or low-price lunches a year to children at nearly a quarter of the elementary schools in Manhattan and the Bronx. Most of the schools were located in the city's poorest districts, and experience showed that the lunches were reaching those most in need at minimal cost to the organization. All the food served was inspected by the Health Department, and the meals were nutritionally balanced and tailored to the ethnic tastes and religious requirements of different school populations. Sparse but compelling evidence indicated that the program had reduced malnourishment among the children who partook, and teachers and principals at participating schools reported reductions in behavioral problems, dyspepsia, inattentiveness, and lethargy.

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8

Thomson, Guy P. C. "Bulwarks of Patriotic Liberalism: the National Guard, Philharmonic Corps and Patriotic Juntas in Mexico, 1847–88." Journal of Latin American Studies 22, no. 1-2 (March 1990): 31–68. http://dx.doi.org/10.1017/s0022216x00015108.

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In the archive of the now disbanded jefatura política of Tetela de Ocampo is an account of the funeral ceremony of the Puebla State deputy and school teacher, Ciudadano Miguel Méndez, only son of General Juan Nepomuceno Méndez, caudillo máximo of the State of Puebla between 1857 and 1884. The Velada Fúnebre was held in 1888 in the cabecera of Xochiapulco (alias ‘La Villa del Cinco de Mayo’), a municipio of nahuatl speakers on the southern edge of Mexico's Sierra Madre Oriental, adjoining the cereal producing plateaux of San Juan de los Llanos. The ceremony took place in the ‘Netzahualcoyotl’ municipal school room and was organised by the municipality's Society of Teachers. The description of the elaborately decorated room and baroque ceremony fills several pages.1 The teachers had decked the school room (normally adorned by ‘sixty-two great charts of natural history, twenty Industrial diagrams, large maps of Universal Geography, and diverse statistical charts and many engravings related to education’) with military banners and weapons, masonic trophies, candelabra, floral crowns and yards of white and black ribbon. In the centre of the room stood the coffin on an altar, itself raised upon a platform, guarded by four National Guard sentries and attended by the philharmonic corps of Xochiapulco and all the public officials of the cabecera and its dependent barrios. For nine days preceding the ceremony this band had played funeral marches, between six and eight in the evening, on the plaza, in front of the house of the deceased. The service was taken by Mr Byron Hyde, a Methodist minister from the United States. Accompanied by his wife at a piano, Hyde gave renderings (in English) of three Wesleyan hymns.2 There followed three eulogies of Miguel Méndez, extolling his services to the Liberal cause and on behalf of the ‘desgraciada nación azteca’. These speeches were infused with extreme anticlerical and anti-Conservative sentiments, a martial patriotic liberalism, a reverence for the principles of the French Revolution, an admiration for Garibaldi and Hidalgo (in that order), and an obsession with the importance of education as the only means for emancipating the indigenous population from clerical subjection.

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9

Karapanagiotis, Nicole. "Review: Stories of School Yoga: Narratives from the Field, edited by Andrea M. Hyde and Janet D. Johnson." Nova Religio 24, no. 1 (July 29, 2020): 111–13. http://dx.doi.org/10.1525/nr.2020.24.1.111.

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10

McLelland, James, Jeffrey Chiarenzelli, and Andrew Perham. "Age, Field, and Petrological Relationships of the Hyde School Gneiss, Adirondack Lowlands, New York: Criteria for an Intrusive Igneous Origin." Journal of Geology 100, no. 1 (January 1992): 69–90. http://dx.doi.org/10.1086/629572.

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11

San Miguel, Pedro L. "Obituary: Fernando Picó, SJ (1941–2017)." Americas 75, no. 3 (July 2018): 555–59. http://dx.doi.org/10.1017/tam.2018.29.

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After enduring heart surgery in 2015 and a stroke in 2016, Fernando Picó, Puerto Rico's leading historian and a figure renowned all over the Caribbean, passed away on June 27, 2017, at the age of 75. Born in Santurce, Puerto Rico, Picó attended high school at the Colegio San Ignacio, where he received “the call” and decided to become a priest. In 1959, he joined the seminary of Saint Andrew-on-Hudson, Hyde Park, New York, and later went on to Loyola Seminary in Shrub Oak, New York, where he studied philosophy and theology. In addition, he earned a BA in History at Fordham University in 1965 and then an MA in 1966. In 1970, he received a PhD in Medieval History from Johns Hopkins University. His dissertation devolved around on what he jokingly called “the contentious bishops” of Laon, France, during the thirteenth century. He was ordained as a priest a year later.

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12

McDonald, Brenda. "Building Blocks for Learning, Occupational Therapy Approaches: practical strategies for the inclusion of special needs in primary school - By Jill Jenkinson, Tessa Hyde and Saffia Ahmad." British Journal of Special Education 36, no. 2 (June 2009): 126–27. http://dx.doi.org/10.1111/j.1467-8578.2009.00424_3.x.

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13

Trimble, Michael. "Novel Insights Into Neuropsychiatry." CNS Spectrums 8, no. 2 (February 2003): 91. http://dx.doi.org/10.1017/s1092852900018307.

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A centenary is often an excuse for reminding people of la fin des siècles, and there seems to be recurrent revivals of interest in the psychological, the mysterious, and their related medical syndromes. Only history will tell if the same occurred at the turn of the millennium, but to date there does not appear to be a flood of novels equivalent to, for example, Dr. Jekyll and Mr. Hyde, in which the two opposing poles of the human psyche are laid out with dramatic effect. At that time there was much interest in hypnosis, automatisms, sonambulism, and their relationship to human happenstance. However, there have been recent novels about Tourette syndrome, such as Johnathan Letham's Motherless Brooklyn. There may also be a revival of interest about epilepsy, and two recently published novels are of particular neuropsychiatric relevance. The first is Lauren Slater's Spasm, and the second Mark Salzman's Lying Awake.The subtitle of Spasm hints at what is to come. It is a “Memoir With Lies.” Chapter 1 begins with the words “I exaggerate.” The tale is an autobiographical account of the growing up of a young girl with seizures, diagnosed as epilepsy, and who is put through all the traumas associated with the disorder. With auras of strange smells and seizure descriptions that would be called partial and secondarily generalized seizures, she gets examined by her pediatrician, given phenobarbital (600 mg!), has psychotherapy, and goes to a special school run by nuns. However, her seizures are relentless, she sees a neurologist who stimulates her cortex and recommends that she has a corpus callosotomy, which she then undergoes.

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14

Koczapski, A. B., B. Ledwidge, J. Paredes, C. Kogan, and J. Higenbottam. "Multisubstance Intoxication Among Schizophrenic Inpatients: Reply to Hyde." Schizophrenia Bulletin 16, no. 3 (January 1, 1990): 373–75. http://dx.doi.org/10.1093/schbul/16.3.373.

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15

Zimmermann, Scott. "Double-Dipping for Course Credit." Phi Delta Kappan 93, no. 6 (March 2012): 38–41. http://dx.doi.org/10.1177/003172171209300609.

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Are dual-credit courses living up to the hype that they will help prepare students for college, reduce college costs, and make U.S. students more competitive? Programs that let high school students attend college classes have been around for 25 years and frequently are considered among the solutions to raising college graduation rates, adding rigor to high school curricula, and taking a chunk out of college costs. They've become popular, too. A 2005 report by the National Center for Education Statistics (NCES) found that 70% of public high schools offered courses for dual credit. The Bill & Melinda Gates Foundation began its Early College High School Initiative in 2002 and has since grown to include partnerships with over 130 schools in 24 states.

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16

Kurchenkov, Vladimir, Natalya Morozova, and Olga Fetisova. "The Experience of Public Administration in the USA and Administrative Reform in Russia. Book Review: Shefrits J., Hyde A. (eds.) Classics of Public Administration Theory: American School. Moscow, Izd-vo MGU, 2003. 800 p." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 3. Ekonomika. Ekologija., no. 2 (June 25, 2014): 122–28. http://dx.doi.org/10.15688/jvolsu3.2014.2.13.

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Salisbury, Kurt, and T. Philip Nichols. "School makerspaces: Beyond the hype." Phi Delta Kappan 101, no. 8 (April 27, 2020): 49–53. http://dx.doi.org/10.1177/0031721720923792.

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Recently, makerspaces have captured the imaginations of educators as resources for transforming school-based learning. Aligning informal making practices with the formal aims of the school curriculum, however, can present challenges. In this article, Philip Nichols and Kurt Salisbury show how educators in two very different contexts — a suburban middle school math class and an urban secondary humanities class — empowered student learning by integrating making into their content-area instruction. They also highlight three takeaways for educators interested in bringing making into their own classrooms.

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18

Vujović, Miroslav, and Jasna Vuković. "Yours ever... ili ko je bila Ketrin Braun? Istraživanja praistorijske Vinče i britanski uticaji za vreme i posle I svetskog rata." Issues in Ethnology and Anthropology 11, no. 3 (November 2, 2016): 809. http://dx.doi.org/10.21301/eap.v11i3.8.

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As the 110th anniversary of the beginning of the excavations at Vinča is nearing, the question arises as to how much we really know about the role and motives of a number of British subjects who in various ways played decisive roles in the research and the international affirmation of this important Late Neolithic site. It is possible, on the basis of archives and personal correspondence of Miloje M. Vasić, to view the investigations of Vinča in the wider context of political and military relations, influencing the general situation in the Kingdom of The Serbs, Croats and Slovenes, later Yugoslavia. John Lynton Myres was a professor at the universities in Oxford and Liverpool, the founder and editor of the Journal Man and the director of the British Archaeological School in Athens. During the World War I, between 1916 and 1919, he was an officer of the Royal Navy Volunteer Reserve, first in the Navy Intelligence Service, and then in Military Control Office in Athens. The Browns, Alec and Catherine, also played an important role. Alec Brown, a left-oriented writer, translator and correspondent, arrived to Serbia as a Cambridge graduate, aiming at the post of an English language teacher in high schools. In the period from 1929 to 1931 he took part in the excavations at Vinča, taking this setting as the base for the plot of one of his books. His wife, Elsie Catherine Brown, whose life is very poorly documented, served in the British Embassy in Belgrade between the wars. Vasić dedicated the third volume of Prehistoric Vinča to her, for her devoted work in the British medical mission and the care she took of the Serbian soldiers near Thessalonica, but also for her part played in the establishment of the initial contact with Sir Charles Hyde. The life of Catherine Brown may be seen as one of the many exceptional stories about the noble British ladies, celebrated in Serbia for over a century. However, one should bear in mind that the events and characters (Myres, Hyde, the Browns) linked to the research in Vinča may be a part of a larger scene, and a consequence of other, equally important circumstances of a more direct involvement of Great Britain in the political situation in Yugoslavia between the wars. Myres, a man close to the scientific, intelligence and diplomatic circles, is the key person in the initial contact between Vasić and Catherine Brown. Since his first encounter with Vasić in 1918 in Athens, on the occasion of his return from France to Serbia, Myres himself or through Catherine Brown, worked to establish the collaboration and keep the contact with Vasić. It is possible that the Athens meeting, initiated by Myres, was a consequence not only of the scholarly interest, but also the growing British involvement in the Balkans. After the same line of reasoning, the arrival of Alec Brown in Belgrade cannot be understood solely as a consequence of the individual ambition of a young Slavic scholar, but as well as a part of the strategy of deepening the British influences over the region traditionally more inclined towards France, due to the political and cultural ties and military alliances. After the war, many Serbian linguists were posted as teachers of the language at the most prestigious British universities, such as Oxford and Cambridge, where Alec Brown earned his degree. His application to the post of English teacher in Serbia is closely preceded by the recommendation of Earl Curzon of Kedleston, British Foreign Secretary, to secure teaching English in the Yugoslav schools, and not only French, as it was previously the case. The collaboration between British and Serbian intellectuals was surely a very suitable context for the establishment of intimate contacts and spreading of cultural and political influences. As illustrated by the case of the Near East, archaeology and archaeologists are particularly useful in this respect. Their long sojourns and mobility in the field, command of the language, enabled them to gain the confidence of the locals, learn about the customs, and gain information, just like Myres the Blackbeard did, and more or less successfully Catherine and Alec Brown as well. Regardless of the real or clandestine motifs, in the case of the investigations of Vinča, this collaboration made possible the publication the four-volume work of Vasić – Prehistoric Vinča, exceptional in many respects, and the international recognition of Vinča as one of the most important Late Neolithic settlements in South-eastern Europe.

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19

Meng, Maxwell V. "Commentary on “Laparoendoscopic single-site (LESS) partial nephrectomy short-term outcomes.” Rais-Bahrami S, George AK, Montag S, Okhunov Z, Richstone L, The Arthur Smith Institute for Urology, Hofstra North Shore-LIJ School of Medicine, New Hyde Park, NY." Urologic Oncology: Seminars and Original Investigations 31, no. 1 (January 2013): 131–32. http://dx.doi.org/10.1016/j.urolonc.2012.11.010.

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20

Schneider, Mark, and Jack Buckley. "Charter Schools: Hype or Hope?" Education Finance and Policy 1, no. 1 (March 2006): 123–38. http://dx.doi.org/10.1162/edfp.2006.1.1.123.

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21

Oscher, Steve. "THE FATE OF A LEGENDARY PRACTICE." Muma Case Review 1 (2016): 1–18. http://dx.doi.org/10.28945/3531.

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Calvin T. Jones, DMD slammed the door to his office, walked to his desk, and glared at the diplomas on his wall. UNC at Chapel Hill (Magna Cum Laude), University of Florida (Doctor of Dentistry), all those awards for service and achievement. So perfect, and yet he thought.....how could my career have fallen into total chaos? As Calvin reached for his bottle of Tums, he reflected on the events that brought him to this crossroad in his career. In the months prior to his graduation, Calvin had reviewed the American Dental Association’s suggested questions for new dentists interviewing to enter the practice of dentistry: Who is the patient population? What kind of care will I be providing? What is the practice’s experience with employee dentists? Why are they hiring now? How is compensation calculated? How long do dentists typically stay in this position? Is there an opportunity for an equity ownership? It was that last question...the opportunity for a “piece of the pie”, that Calvin allowed himself a wry smile. Dr. Albert S. Waxman was a legend in the Florida dental community. A frequent speaker at UF, Calvin was honored when Dr. Waxman, after a Dental School reception, invited Calvin to visit his office in Tampa. His professors were excited to hear that Al Waxman had taken an interest in one of their top students. Two weeks later, Calvin visited the Hyde Park Family Dentistry Center and was impressed by the facility, the location, the employees, and most importantly, Dr. Waxman. As the meeting ended, Calvin was surprised when Dr. Waxman extended an offer to join his practice after graduation. Everything he had hoped for was falling into place. He accepted Dr. Waxman’s offer the next day. After seven years, Dr. Waxman offered and Calvin accepted, a 50% interest in the practice. As an equal partner, Calvin expected that he would be able to introduce new ideas and opportunities into the dental practice. Yet, with each suggestion there appeared to be more resistance from Dr. Waxman. Employees became divided in their loyalties. The practice administrator Calvin had been responsible for hiring was now viewed as the devil incarnate by Dr. Waxman. What happened? How did things go so wrong? As Calvin returned to the present, his anger started to build, first at himself, then Dr. Waxman, and finally at this mess of a business relationship. A few moments ago, Dr. Waxman informed him that he wanted to dissolve their business relationship. Was there still a way to salvage the relationship? What could Dr. Calvin Jones do?

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22

Cain, Victoria E. M., and Adam Laats. "A history of technological hype." Phi Delta Kappan 102, no. 6 (February 22, 2021): 8–13. http://dx.doi.org/10.1177/0031721721998147.

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Education leaders frequently turn to technological solutions to improve schools, often without evidence of their effectiveness. According to Victoria Cain and Adam Laats, this pattern of leaders pouring money into new technological systems and then being disappointed in the results goes back centuries. They describe how, in the early 1800s, Lancastrian schoolrooms captured the public imagination and how, in the 1950s and ‘60s, were seen as a solution to current educational ills. These examples provide a warning to those who see online education as a silver bullet.

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23

Polischuk, M. "Ethics of faith." Ukrainian Religious Studies, no. 36 (October 25, 2005): 174–75. http://dx.doi.org/10.32420/2005.36.1668.

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It sometimes seems to me that I have a certain gift of foresight as to whether the promise promised by our President will come true or not. For example, if the President says that he will move to a new apartment, I believe his words. If he says that he will take the skyscraper to the base in the Mariinsky Park to the base, I already know ahead of time: no, it will not. On the contrary, after some hype, this house will still be completed and settled, and among the new residents there will be many employees of the Presidential Secretariat. If the guarantor says that no more corrupt officials will be able to hide from law enforcement agencies, I question these words. But the fact that in schools, at the request of the President from the new school year, will introduce an item called "Ethics of Faith", I believe unconditionally.

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24

Marmor, Theodore R. "Hope and Hyperbole: The Rhetoric and Reality of Managerial Reform in Health Care." Journal of Health Services Research & Policy 3, no. 1 (January 1998): 62–64. http://dx.doi.org/10.1177/135581969800300114.

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The scope of this essay is broad — the dangers that much conventional management commentary represents for health care institutions and those who work in them. It emphasizes two themes in the hype and hyperbole of management talk about health care. The first is the character of the language used to describe health care arrangements — the ‘rhetoric of medical managerialism’ – a rhetoric that powerfully and misleadingly combines the jargon of modem management schools with the marketing hype of advertising. Second, it includes some observations about what this cautionary tale might mean for the daily work of those in health care.

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Fusar-Poli, Paolo. "The Hype Cycle of the Clinical High Risk State for Psychosis: The Need of a Refined Approach." Schizophrenia Bulletin 44, no. 2 (January 6, 2018): 250–53. http://dx.doi.org/10.1093/schbul/sbx181.

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26

Pratt, Robert A., and David S. Cecelski. "Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South." Journal of American History 82, no. 1 (June 1995): 367. http://dx.doi.org/10.2307/2082159.

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27

Franklin, V. P., and David S. Cecelski. "Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South." American Historical Review 100, no. 3 (June 1995): 967. http://dx.doi.org/10.2307/2168743.

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James, Michael E., and David S. Cecelski. "Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South." History of Education Quarterly 35, no. 1 (1995): 84. http://dx.doi.org/10.2307/369707.

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29

Howard, Walter T., and David S. Cecelski. "Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South." Journal of Southern History 61, no. 4 (November 1995): 842. http://dx.doi.org/10.2307/2211481.

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30

Maranto, Robert. "Charter Schools: Hope or Hype?,by Jack Buckley and Mark Schneider." Journal of School Choice 3, no. 3 (October 19, 2009): 315–19. http://dx.doi.org/10.1080/15582150903280714.

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31

Ong, Jason J., Darren B. Russell, and Kevan Wylie. "Caring for transgender people: looking beyond the hype." Sexual Health 14, no. 5 (2017): 401. http://dx.doi.org/10.1071/sh17165.

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This special issue of Sexual Health presents a collection of articles that addresses issues facing transgender individuals that are particularly challenging. Issues covered range from sexual health education in schools, the need for accurate epidemiological measurements, the perils of inaccurate diagnostic labels of transgender children, legal issues, the disproportionately high prevalence of HIV and sexually transmissible infections (STIs), and the role of primary care. We need to think critically, constructively and compassionately about transgender people. Particularly, we must look beyond the hype and objectively consider the evidence, without forgetting the people who are trying to cope with feelings that may be causing them great distress.

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Tingle, John. "Worthy of the ‘global leader’ hype, or are we seeing the tip of the iceberg?" British Journal of Nursing 28, no. 22 (December 12, 2019): 1492–93. http://dx.doi.org/10.12968/bjon.2019.28.22.1492.

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33

Gleeson, Denis. "School Attendance and Truancy: A Socio-Historical Account." Sociological Review 40, no. 3 (August 1992): 437–90. http://dx.doi.org/10.1111/j.1467-954x.1992.tb00398.x.

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This paper considers ways in which truancy, as a form of social exclusion, has its origins in the history and politics of compulsory education. Despite widespread concern expressed about declining standards, rising indiscipline, incompetent teachers, outmoded curriculum and mounting truancy in the U.K., it is argued here that such issues are not new. Thus, for the purposes of the paper contemporary research, policy and media hype, premised on ‘discovery’ of declining standards of behaviour and school attendance, is questioned precisely because the level of analysis from which they begin is inadequate. Hence, two interrelated aspects of this phenomenon are considered. The first concerns a socio-historical account of compulsory education as it is mediated by the relations between family, law and economy. Here, questions regarding whose interests state education serves, and the juxtaposing of education vs schooling are considered. The second concerns the relatively recent status of mass schooling and shifting definitions as changing policy, historical, political, economic and legal conditions alter its relationship with parents, pupils and the world of work. In this respect the paper adopts an interdisciplinary approach to an inter-agency phenomenon. What the paper seeks to demonstrate is the way truancy touches on a sensitive and deeply embedded social nerve, which has its root in the very history and ethos of compulsory state education and its worth.

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Tozer, Steven. "Chicago Charter Schools: The Hype and the Reality, by William A. Sampson." Journal of School Choice 10, no. 4 (October 2016): 579–82. http://dx.doi.org/10.1080/15582159.2016.1234855.

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McPherson, Michael S., and Lawrence S. Bacow. "Online Higher Education: Beyond the Hype Cycle." Journal of Economic Perspectives 29, no. 4 (November 1, 2015): 135–54. http://dx.doi.org/10.1257/jep.29.4.135.

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When two Silicon Valley start-ups, Coursera and Udacity, embarked in 2012 on a bold effort to supply college-level courses for free over the Internet to learners worldwide, the notion of the Massively Open Online Course (MOOC) captured the nation's attention. Although MOOCs are an interesting experiment with a role to play in the future of higher education, they are a surprisingly small part of the online higher education scene. We believe that online education, at least online education that begins to take full advantage of the interactivity offered by the web, is still in its infancy. We begin by sketching out the several faces of online learning—asynchronous, partially asynchronous, the flipped classroom, and others—as well as how the use of online education differs across the spectrum of higher education. We consider how the growth of online education will affect cost and convenience, student learning, and the role of faculty and administrators. We argue that spread of online education through higher education is likely to be slower than many commenters expect. We hope that online education will bring substantial benefits. But less-attractive outcomes are also possible if, for instance, legislators use the existence of online education as an excuse for sharp cuts in higher education budgets that lead to lower-quality education for many students, at the same time that richer, more-selective schools are using online education as one more weapon in the arms race dynamic that is driving costs higher.

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Shriver, Timothy P., and Roger P. Weissberg. "A response to constructive criticism of Social and Emotional Learning." Phi Delta Kappan 101, no. 7 (March 30, 2020): 52–57. http://dx.doi.org/10.1177/0031721720917543.

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Recent years have seen a rapid expansion of efforts to promote social and emotional learning (SEL) in the nation’s schools. As some observers have pointed out, though, the growth of the SEL movement poses some challenges. In particular, concerns have been raised about the need for clearer definitions of SEL, less hype, more attention to equity, and a more patient approach to gaining public support. Such constructive criticism is welcome, say two longtime leaders of the SEL movement. But it’s important to keep them in perspective and recognize the movement’s strengths, as well.

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Foster, Michele. "Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South (review)." Southern Cultures 2, no. 2 (1996): 262–64. http://dx.doi.org/10.1353/scu.1996.0022.

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Burchardt, Matthias. "Big brother is teaching you – Schule total digital?" Vierteljahrsschrift für wissenschaftliche Pädagogik 94, no. 1 (April 19, 2018): 102–12. http://dx.doi.org/10.30965/25890581-09401009.

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The article examines the political narratives and framework conditions of current discourses of digitization trends, criticizing them systematically by means of exemplary phenomena. The educational consequences of political programs are distinguished in eight ways. It is discussed in detail what consequences arise from the mere acquisition of equipment, what it would mean to replace teachers with algorithms, and finally, which power dispositions are established in the entanglement of economy and cybernetics by the concept of governance. A final consideration provides arguments for serenity in dealing with the hype of digitization, as essential content and skills conveyed at school can remain the same even in times of technological transformation, enabling students to deal responsibly with digitization.

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Steyn, H., and R. Evans. "Textese and Secondary School Learners’ Formal Written English: Is the Media Hype about Language Decay Justified?" Journal for Language Teaching 49, no. 1 (October 1, 2015): 199. http://dx.doi.org/10.4314/jlt.v49i1.8.

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Vanleuvan, Patricia, Barbara Smith, Gloria S. Dion, Deborah S. Simon, and Cheryl Kaplan. "Math Options: Exploring Career Possibilities." Mathematics Teaching in the Middle School 1, no. 8 (January 1996): 654–60. http://dx.doi.org/10.5951/mtms.1.8.0654.

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The mathematics education of students in America's schools has been the subject of renewed debate and distress reminiscent of the rumblings of the post-Sputnik era. The current discussion is fueled by a realization that American competition in the global marketplace of the twenty-first century will require significantly more mathematicians, scientists, and engineers. Many question our ability to prepare students who demonstrate the high levels of expertise required in these fields. First, they point to intemational studies indicating that the mathematics skills of students in the United States are below those of students in other countries (Travers and McKnight 1985; Stevenson, Lee, and Stigler 1986). A second concern is related to demographic trends and the changing composition of our workforce. The majority of entrants to the job market in the new century are predicted to be women and minorities, who traditionally have not pursued careers that require extensive training in mathematics and science (Johnson and Packer 1987). Although the percent of women working in mathematics or science-related careers has increased, from 8.6 percent in 1975 to 13.4 percent in 1986, it is still comparatively low (Linn and Hyde 1989).

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Henig, Jeffrey R. "Charter Schools: Hope or Hype? By Jack Buckley and Mark Schneider. (Princeton University Press, 2007)." Journal of Politics 70, no. 3 (July 2008): 888–90. http://dx.doi.org/10.1017/s0022381608080870.

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Davenport, Beverly, and Doug Henry. "Building a Sense of Community in an Online Class." Practicing Anthropology 29, no. 1 (January 1, 2007): 12–15. http://dx.doi.org/10.17730/praa.29.1.87x870775w638132.

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Three years ago Dimai and Ebner commented that their Google search for "learning community" produced over six million hits. Checking in 2006, we found the number of hits approaching nine million. What are all those pages talking about? Even those who work in the field of online education express their concern about "hype"—the idea that "community" is a buzzword and that only rarely does the writing about learning communities rise above platitudes and lists of "should" statements (Dimai and Ebner 2003:1). Community is an ideal that most teachers seek to develop, whether in face to face or online classes. What is less clear is what practices work in the online context. This article will focus on what we have learned about best practices and technologies to foster such a positive classroom environment, as well as traits that promote a successful transition through graduate school and into the world beyond the academy—things like cooperation, collaboration, mutual support, and perseverance.

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Martin, W. Marty, John Mazzeo, and Briana Lemon. "Teaching Public Health Professionals Entrepreneurship: An Integrated Approach." Journal of Enterprising Culture 24, no. 02 (June 2016): 193–207. http://dx.doi.org/10.1142/s0218495816500084.

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Entrepreneurship is reflected in mass media and pop culture by television shows like Shark Tank and The Profit. In fact, entrepreneurship was characterized as the hype of the 1990s (De Leeuw, 1999) and entrepreneurship education has since been described as booming (Fayolle, 2013). The increase in college degree programs in entrepreneurship has been documented by a range of researchers (Jones et al., 2012; Kuratko, 2005; Wakefield, 2012). Recently, such entrepreneurship programs have begun to extend across campuses and beyond the walls of business schools. Such cross campus programs are currently to be found in curricula in the arts, the sciences, and engineering, as well as in medical schools (Nambisan, 2015). The aim of the present paper is to describe an interdepartmental entrepreneurship curriculum with extra-curricular activities developed at DePaul University in Chicago, Illinois, for graduate students in public health. Before describing this entrepreneurship curriculum, the changing healthcare landscape is briefly reviewed; the conceptual links between entrepreneurship and the social determinants model of health explored, and entrepreneurship education in the health professions discussed. Shepherd and Patzelt (2015) assert that entrepreneurship scholarship has pushed health topics largely to the periphery. This paper represents an attempt to bring entrepreneurial education among public health professionals closer to the core of healthcare.

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Coskun, Zeynep Nesrin, Tufan Adıguzel, and Guven Catak. "Acoustic Labyrinth: Validation of a game – based heart auscultation educational tool." World Journal on Educational Technology: Current Issues 11, no. 4 (October 25, 2019): 245–56. http://dx.doi.org/10.18844/wjet.v11i4.4394.

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The aim of the study was to validate a prototype of a game-based educational tool for improving auscultation skills. The tool was presented to 12 medical school students studying at a foundation university. The data collection tools of the study were: Cardiac sound identification form, educational tool evaluation form and auscultation survey form. Key findings of the study were: 1—Each medical student increased their identification skills and retention was possible. 2—The most incorrectly identified heart sound was the most correctly identified heart sound after using the tool. 3—Medical students sided with the tool for it is flexible, quicker method of learning and getting feedback, can be used anytime, anywhere without interruption of daily life. 4—Since students felt skillful and epic, in real-World tackling problems, on the mission; saving lives, and competitive, they repeated the content otherwise they would not. 5—The tool created a hype and motivation for further learning. 6—Tool was effective on the users with possible restricted acoustic capability which could imply findings might also be used for improving listening skills and musical ear. Keywords: Stethoscope skills, heart auscultation training, mobile learning, game-based learning, retention.

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Ramli, Nurshahrily Idura, Mohd Izani Mohamed Rawi, and Fatin Nur Nabila Rebuan. "Integrated Smart Home Model." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (August 2022): 1–14. http://dx.doi.org/10.4018/ijwltt.20220501.oa1.

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Today, in the realm of Industry 4.0, vastly diverse Internet of Things (IoT) technology are integrated everywhere, not to mention included in academic programs in schools and universities. Domain ratio of the final year projects in Universiti Teknologi Mara exposes a staggering hype in IoT as compared to other domains despite not having IoT included in any of the courses. Meanwhile, to fulfill the needs of the student in exploring this technology, an integrated IoT learning platform is developed. It integrates an IoT smart home model and a web-based interface as a learning platform to inspire hands-on learning for the students. The raspberry pi, motion sensor, analog gas sensor, atmospheric sensor, ultrasonic proximity sensor, and rain detector sensor are integrated together in a Lego-built smart home model where its connectivity and readings are displayed in a simple web interface to enable and inspire learning. A manual to set up the entire model is also prepared as a guide for students to set up and further explore the functionalities and operabilities of “things”.

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Visram, S., SJ Crossley, M. Cheetham, AA Lake, and DM Riby. "PP62 Energy drinks: hype or hyper? a qualitative exploratory study involving children, parents and staff from schools in North East England." Journal of Epidemiology and Community Health 69, Suppl 1 (August 31, 2015): A79.2—A80. http://dx.doi.org/10.1136/jech-2015-206256.159.

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Hess, Frederick M. "Book Review: Charter Schools: Hope or Hype? by Jack Buckley and Mark Schneider. Princeton, NJ: Princeton University Press, 2007. 376 pp. $35.00 (cloth)." Urban Affairs Review 43, no. 6 (July 2008): 887–89. http://dx.doi.org/10.1177/1078087407309225.

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Milatz, Marius. "Application of single-board computers in experimental research on unsaturated soils." E3S Web of Conferences 195 (2020): 02022. http://dx.doi.org/10.1051/e3sconf/202019502022.

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In this contribution, the application of single-board computers for the investigation of the hydro-mechanical behaviour of unsaturated granular soils is presented. Single-board computers, such as the Raspberry Pi or Arduino, have recently experienced a hype of applications in school and university teaching, in the maker scene, amongst hobbyists, but also in research. In combination with easy to learn and open programming languages, such as Python, individual experimental set-ups for research in unsaturated soil mechanics, using actuators and sensors can be easily developed with the help of different programmable hardware, such as stepper motors, analog-to-digital converters and other controller boards. For the experimental application in imaging of unsaturated granular soils by computed tomography (CT), we present a miniaturized uniaxial compression device for the measurement of unsaturated shear strength and capillary cohesion in CT-experiments. The device has already been applied for CT-imaging of the development of water distribution and capillary bridges in between different shear steps. Furthermore, a new fully programmable hydraulic experimental set-up for the automated investigation of transient hydraulic paths of the water retention curve of granular media is presented. Both devices have been developed in the framework of the Raspberry Pi single-board computer and Python programming language with simple and relatively inexpensive hardware components. In addition to the technical development of the testing devices, experimental results of the hydro-mechanical behaviour of unsaturated sand and glass beads, derived from uniaxial compression tests and water retention tests, will be presented.

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Fidelia IYARE, Ngozi, Julia S James, and Tom M Amonde. "The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s Grade SchoolNew Article." Journal of Information Technology Education: Research 17 (2018): 227–46. http://dx.doi.org/10.28945/4098.

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Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups – an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students’ motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.

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Bhreathnach, Aoife. "The Great Famine in Kinsale. By Catherine Flanagan. Pp 75. Dublin: Four Courts Press. 2018. €9.95. - Castle Hyde: the changing fortunes of an Irish country house. By Terence Dooley. Pp 62. Dublin: Four Courts Press. 2017. €9.95. - The shawlies: Cork's women street traders and the ‘merchant city’. By Susan Marie Martin. Pp 63. Dublin: Four Courts Press. 2017. €9.95. - The committal of two Mallow children to an industrial school in 1893. By Martin McCarthy. Pp 62. Dublin: Four Courts Press. 2016. €9.95. - Fleeing from famine in Connemara: James Hack Tuke and his assisted emigration scheme in the 1880s. By Gerard Moran. Pp 63. Dublin: Four Courts Press. 2018. €9.95. - Thomas Bermingham: nineteenth-century land agent and improver. By Cathal Smith. Dublin: Four Courts Press. 2018. €9.95." Irish Historical Studies 43, no. 163 (May 2019): 149–51. http://dx.doi.org/10.1017/ihs.2019.26.

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