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Books on the topic 'Modesto High School'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Ruth, Snider, and Stephenson Susan, eds. Modes d'enseignement et d'apprentissage: Vive la différence. Toronto: Fédération des enseignantes et des enseignants des écoles secondaires de l'Ontario, 1986.

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2

Chang, Hui-Chen. The use of four modes in English language teaching in junior high school in Taiwan. Birmingham: University of Birmingham, 1999.

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3

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot niśuʼin. Yerushalayim: [ḥ. mo. l.], 1998.

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4

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot Yom ha-Kipurim. Yerushalayim: Cong. Nitei Gavriel, 2001.

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5

Zinner, G. Sefer Niṭʻe Gavriʼel: Ke-tset ha-shemesh : Ḳidush ha-ḥamah u-virkhatah : halakhot ṿa-halikhot, zemanah, hiyuvah u-maʻalatah, nusaḥ ha-berakhah ... uve-sofo nispaḥ derushim u-sheʼelot u-teshuvot, seder ha-mizmorim ṿeha-tefilot. Yerushalayim: Cong. Nitei Gavriel, 2009.

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6

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot Pesaḥ. Yerushalayim: Cong. Nitei Gavriel, 2002.

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7

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot Ben ha-metsarim : mekhil halakhot u-minhagim haḥel me-ḥodesh Tamuz, shivʻah ʻaśar be-Tamuz, yeme ben ha-metsarim, R.ḥ. Av ʻad ... ḥamishah ʻaśar be-Av, taḳanat zekher la-ḥurban : uve-sofo nispaḥ ḥeleḳ ha-teshuvot. 4th ed. Brooklyn, N.Y: Cong. Nitei Gavriel, 1997.

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8

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot yiḥud : mekhil hilkhot ṿa-halikhot ve-azharot yiḥud ... Yerushalayim: Cong. Nitei Gavriel, 2001.

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9

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkhot ḥag ha-Shavuʻot : mekhil dine u-minhage me-ʻerev R.ḥ. Siṿan...uve-sofo nispaỵ ḥeleḳ berurim. Brooklyn: Cong. Nitei Gavriel, 1999.

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10

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot ṿa-halikhot bar mitsṿah : mekhil dine u-minhage yom gadol ṿe-ḳadosh zeh ... Yerushalayim: Cong. Nitei Gavriel, 2002.

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11

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkhot Yom ha-kipurim. Yerushalayim: Cong. Nitei Gavriel, 2001.

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12

Zinner, G. Sefer Niṭe Gavriʾel: Purim meshulash ... ; dinim ṿe-hanhagot ʻerev Pesaḥ she-ḥal be-shabat. [Brooklyn, N.Y: Cong. Nitei Gavriel], 2005.

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13

Zinner, G. Sefer Niṭʻe Gavriʼel: ʻaliyat Eliyahu : Hilkhot Nidah. Yerushalayim: [ḥ. mo. l.], 2004.

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14

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot Rosh ha-Shanah. Yerushalayim: Cong. Nitei Gavriel, 2001.

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15

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkot ʻerev Pesaḥ she-ḥal be-Shabat ; Ḳovets pisḳe rishonim. Bruḳlin, N.Y: Cong. Nitei Gavriel, 1994.

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16

Zinner, G. Sefer Niṭʻe Gavriʼel: Shidukhim u-tenaʼim : mekhil halikhot ṿa-halakhot be-mitsṿat niśuʼin ... uve-sofo nusḥaʼot shiṭre tenaʼim ... Brooklyn, N.Y: Cong. Nitei Gavriel, 2008.

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17

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkhot niśuʾin. Yerushalayim: Shemesh, 1998.

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18

Zinner, G. Sefer Niṭʻe Gavriʼel: Ke-tset ha-shemesh : Ḳidush ha-ḥamah u-virkhatah : halakhot ṿa-halikhot, zemanah, hiyuvah u-maʻalatah, nusaḥ ha-berakhah ... uve-sofo nispaḥ derushim u-sheʼelot u-teshuvot, seder ha-mizmorim ṿeha-tefilot. Yerushalayim: Cong. Nitei Gavriel, 2009.

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19

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkhot Rosh ha-shanah. Yerushalayim: Cong. Nitei Gavriel, 2001.

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20

Zinner, G. Sefer Niṭʻe Gavriʼel: Shidukhim u-tenaʼim : mekhil halikhot ṿa-halakhot be-mitsṿat niśuʼin ... uve-sofo nusḥaʼot shiṭre tenaʼim ... Brooklyn, N.Y: Cong. Nitei Gavriel, 2008.

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21

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkhot Ben ha-metsarim : mekhil halakhot u-minhagim haḥel mi-ḥodesh Tamuz, shivʻah ʻaśar be-Tamuz ... R.ḥ. Av ʻad ʻe[rev] 9 be[-Av], Shabat Ḥazon, ... 10 be-Av ... Shabat Naḥamu, 15 be-Av, taḳanat zekher la-ḥurban, uve-sofo ... ha-teshuvot. Bruḳlin, N.Y: Cong. Nitei Gavriel, 1997.

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22

Zinner, G. Sefer Niṭʻe Gavriʼel. Bruḳlin, N.Y: Cong. Nitei Gavriel, 1996.

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23

Zinner, G. Sefer Niṭʻe Gavriʾel: Tiglaḥat ha-yeladim, holakhatam la-ḥeder ụ-seʻudat ha-Ḥumash. Yerushalayim: Cong. Nitei Gavriel, 2001.

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24

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkot avelut. Yerushalayim: Cong. Nitei Gavriel, 2000.

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25

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkhot yiḥud : mekhil hilkhot ṿa-halikhot ve-azharot yiḥud ... Yerushalayim: Cong. Nitei Gavriel, 2001.

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26

Sefer Niṭʻe Gavriʼel: Dine u-minhage Yamim Noraʼim : mekhil halakhot u-minhagim heḥel me-ʻerev r.ḥ. Elul, ḥodesh Elul, yeme ha-Seliḥot, ʻerev R.H., R.H., Tsom Gedalyah, ʻAś. Y.T., Shelosh ʻeśreh midot, ʻerev Yo. K., Yom Kipur, moḥorat Yo. K. uve-sofo nispaḥ ezeh teshuvot. 2nd ed. Bruḳlin, N.Y. (1541 40 St., Brooklyn 11218): G. Tsinner, 1988.

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27

Zinner, G. Sefer Niṭʻe Gavriʼel: Tiglaḥat ha-yeladim, holakhatam la-ḥeder ụ-seʻudat ha-Ḥumash ... Yerushalayim: Cong. Nitei Gavriel, 2000.

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28

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot Purim : mi-15 bi-Shevaṭ ʻad r.ḥ. Nisan ... : uve-sofo nispaḥ ḥeleḳ ha-teshuvot. Yerushalayim: Cong. Nitei Gavriel, 2000.

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29

Zinner, G. Sefer Niṭʻe Gavriʼel: Hilkhot niśuʼin. Yerushalayim: [ḥ. mo. l.], 1998.

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30

Zinner, G. Sefer Niṭʻe Gavriʾel: Hilkhot Purim : mi-15 bi-Shevaṭ ʻad R.ḥ. Nisan : mekhil halikhot, dine u-minhage Tu bi-Shevaṭ, Shabat Shirah, ḥodshe Adar, 7 Adar, Arbaʻ parashiyot, Taʻanit Ester, Maḥatsit ha-sheḳel, lel ṿe-yom ha-Purim, Ḳeriʾat ha-Megilah, Mishloaḥ manot, Matanot la-evyonim, Seʻudot Purim, Shushan Purim, u-Furim ha-meshulash ; uve-sofo nispaḥ ḥeleḳ ha-teshuvot. 4th ed. Yerushalayim: Cong. Nitei Gavriel, 2000.

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31

Thi, Nguyen Hanh, and Educational Resources Information Center (U.S.), eds. Modes of meaning in high school science. Albany, NY: National Research Center on English Learning & Achievement, the University at Albany, State University of New York, 2002.

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32

1971-, Rose Heather, and Public Policy Institute of California., eds. High expectations, modest means: The challenge facing California's public schools. San Francisco: Public Policy Institute of California, 2003.

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33

Public Policy Institute of California (Corporate Author) and Heather Rose (Editor), eds. High Expectations, Modest Means: The Challenge Facing California's Public Schools. Public Policy Institute of California, 2003.

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34

Supervision and mid-career teacher: A study of the attitudes toward alternative modes of supervision held by a sampling of mid-career teachers at the secondary level in a Winnipeg area school district. 1988.

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35

Egawa, Masako. A study of high school teachers' questioning modes in relation to students' convergent and divergent reasoning processes. 1991.

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36

Uma análise da percepção docente, gestora e familiar sobre a qualidade da educação básica em escolas públicas em defesa do modelo cívico-militar. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp07.2021.33.

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The objective of this study was to analyze the perception of teachers, managers and family members of the municipal and state education system in a city in the Metropolitan Region of Recife / PE regarding the quality of basic education, difficulties faced, student performance and the process of implementing the civic-military model in the the public school. 64 subjects participated in the study, which were subdivided into 13 managers, 30 teachers working in elementary and high school and 21 parents / guardians of a municipal school and a state school. The instruments used for data collection were 3 (three) electronic questionnaires developed in Google forms, containing objective and subjective questions, directed to managers, teachers and parents / guardians. Quantitative data were treated statistically by the PRISMA for Windows program - Version 4.03 and analyzed by the Chi-square test, with p <0.05, expressed in percentages, and the data referring to the qualitative evaluation were treated through analysis of content, with data represented qualitatively and expressed in a table. It was found in this study, from the perception of teachers, managers and parents about basic education, that the main problems faced are associated with the low interest of students in studies (69.2%; 76.7%, p= 0.032) and lack of adequate structure (50%, p= 0.038). Regarding the contribution of the civic-military model, the study pointed out the improvement of students' behavior in the family, school and social environment (71.4% p= 0.053), improving the quality of basic education with an emphasis on access, permanence and in learning (66.7% p= 0.036), makes the teacher feel valued (61.9% p= 0.042), contributes to preventing violence in the school environment and improving school performance (66.7% p= 0.024), contributes to the promotion of society's moral, civic and patriotic values (81.0 p= 0.031), and based on the current model (55%; 54.2% p= 0.005) of teachers and parents feel dissatisfied. We conclude that the civic-military model can contribute to reducing evasion, valuing the teacher, improving student behavior, improving the quality of basic education with an emphasis on access, permanence and learning and contributing to the promotion of society’s family, civic and patriotic end moral values.

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37

McDonald, Peter D. Against State Literacy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198725152.003.0007.

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Seen in the context of UNESCO’s analysis of apartheid education and its long-running debates about indigenous knowledge, this chapter reflects on J. M. Coetzee’s critical relations with the traditions of the European novel, whether in its ‘realist’ or in its ‘modernist’ modes. It begins by examining the school edition of F. A. Venter’s Swart Pelgrim (1958), arguably the most prescribed novel of the apartheid era, which included a curiously high-minded supplementary essay by the leading Afrikaans literary critic A. P. Grové who also happened to be an influential censor. Through detailed readings of Life & Times of Michael K (1983) and Foe (1986), it then shows how Coetzee sought to distance himself and his ideal reader from the European novel, taking issue with its representational powers, its claims to knowledge, and its apparent cultural mobility.

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