Academic literature on the topic 'Separate School boards'
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Journal articles on the topic "Separate School boards"
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Phipps, A. G. "An Institutional Analysis of School Closures in Saskatoon and Windsor." Environment and Planning A: Economy and Space 25, no. 11 (November 1993): 1607–26. http://dx.doi.org/10.1068/a251607.
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During the 1978–88 period the public and the Catholic separate boards closed seventeen schools in Saskatoon and twenty-two in Windsor. The repertories of involvements and interactions between the community representatives and the school board officials during the reviews of the closure of these schools are theorized. The empirical analysis utilizes archival data for two episodes of school closures in each city, after which the school boards might have amended their procedures for the closures. The findings illustrate the real and instantiated powers, and the agency skills of the involved community representatives versus those of the school board officials.
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Andriani, Miranti Widi. "Pengaruh Layanan Informasi Menggunakan Papan Bimbingan Terhadap Pemahaman Karir Siswa Sekolah Dasar." Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri 6, no. 2 (November 27, 2019): 68–77. http://dx.doi.org/10.29407/nor.v6i2.13604.
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Career understanding is interpreted as an individual effort to understand themselves both attitudes, abilities, and interests. The importance of understanding career and workplace information is a separate task for individuals. In elementary schools (ES), career understanding is a problem that is often experienced by students. This occurs when students feel unsure about what career path to choose in the future and how to formulate strategies so that their abilities and goals can be realized. Students also have not been able to determine the abilities, talents and interests that have caused confusion and certainly need guidance. The researcher considers it is necessary to implement information services using guidance boards as an effort to help students improve their career understanding. This research’s method of research is Quasi-Experimental Design which uses the equivalent time-series design. On the basis of the results of the study, it can be concluded that information services using a guidance board can affect the career understanding of elementary school students. Group analysis is done by tabulating and illustrating the pretest and posttest score charts. Visually, the results of the study indicate there is an increase in career understanding which includes self-understanding and knowledge of the workforce. Implications for further research that can be obtained is the theoretical findings in this study can be used as information in the field of guidance regarding career understanding in elementary school students, this is seen from the increasing test results.
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Johnston, Wendy. "Keeping Children in School: The Response of the Montreal Catholic School Commission to the Depression of the 1930s." Historical Papers 20, no. 1 (April 26, 2006): 193–217. http://dx.doi.org/10.7202/030939ar.
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Abstract In Quebec, as elsewhere in Canada, the depression of the 1930s highlighted the inadequacies of existing welfare arrangements and ultimately compelled a shift towards greater state intervention and rationalization of philanthropy. Historians have so far devoted little attention to the situation of children and the evolution of child welfare services during this crucial period. This paper seeks to examine the effects of the depression on the origins, the nature and the impact of aid policies in a particular urban school system. The analysis centres on the Montreal Catholic School Commis- sion (MCSC), the largest of Quebec's local public school boards, during the period 1929 to 1940. In 1930, the Commission s primary and secondary schools boasted an enrolment of nearly one hundred thousand students. These mainly French-speaking children of working-class origin were particularly hard hit by the economic crisis. The author argues that the severe physical want experienced by schoolchildren in the depression years constituted a formidable obstacle to regular school attendance and to learning. Faced with this situation, MCSC officials were obliged to abandon a conception enshrining education, health and welfare as separate categories. The economic crisis thus compelled the commission to assume an enlarged, systematized and diversified role in student welfare. School authorities rationalized and expanded the long-standing policy of free schooling for indigents and, in 1934, created a social service agency to provide free milk and clothing to needy children. To this end, they allied a continuing reliance on private charity with the adoption of modern social work practices. However, lacking sufficient funding, MCSC assistance programmes proved hopelessly unequal to the enormous student need. The MCSC s depression-era ini- tiatives were, despite their inadequacies, developments of long-term significance, providing the springboard for social work's entry into the school system.
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Gorsky, Martin. "The Gloucestershire Extension of Medical Services Scheme: An Experiment in the Integration of Health Services in Britain before the NHS." Medical History 50, no. 4 (October 1, 2006): 491–512. http://dx.doi.org/10.1017/s0025727300010309.
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One of the animating beliefs of British health service reformers in the first half of the twentieth century was that delivery would improve if greater co-ordination was imposed over disparate providers. The fundamental divisions were between the voluntary, public and private sectors. Voluntary provision predominantly meant acute care hospitals, but also included a range of other therapeutic and clinical services. The public sector delivered general practitioner (GP) services to insured workers through the state national health insurance (NHI) scheme, while the remit of local government covered environmental health, isolation and general hospitals and a wide range of personal services addressing tuberculosis, venereal diseases, mental illness, and maternity and child welfare. Finally, the private sector provided nursing homes and GP attendance at commercial rates. Within each area there were tendencies towards independent rather than co-operative working. Voluntary hospitals often lacked any mechanism for conferring with neighbouring institutions and the competitive logic of fund-raising enforced an individualistic ethic. In the public sector health responsibilities were dispersed across various agencies: local authority health committees, advised by the county or borough Medical Officer of Health (MOH), oversaw sanitation, hospitals and personal health services; education committees were responsible for the School Medical Service (SMS), whose remit was the compulsory medical inspection and treatment of elementary schoolchildren; the Poor Law provided institutional care either in workhouses or separate infirmaries, although after the 1929 Local Government Act the boards of guardians were broken up; their powers were then transferred to the public assistance committees of local authorities, however these remained distinct from health committees. GP services accessed through the state NHI system were overseen by local insurance committees separate from local government. Private practice co-existed with NHI and doctors tended to prioritize fee-paying rather than panel patients.
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Umar, Munirwan. "MANAJEMEN HUBUNGAN SEKOLAH DAN MASYARAKAT DALAM PENDIDIKAN." JURNAL EDUKASI: Jurnal Bimbingan Konseling 2, no. 1 (August 30, 2016): 18. http://dx.doi.org/10.22373/je.v2i1.688.
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School an society are two environmenst that can`t be separated. School is the place for learning an society is the place where the out-put of learning can be implemented. The society is expected to support and participate in developing the educational proses at schools. In this case, it needs strategy or management to involve the society in educational activities at schools. The attempt to make it real is by building up good relationship between school manager and the society so that both boards cloud cooperate simultaneously and comprehensively.
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Lachapelle, Richard. "The Ottawa Roman Catholic Separate School Board’s Artists-in-Residence Program (1970-1988): One Point of View." Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, no. 2 (May 27, 2016): 3. http://dx.doi.org/10.26443/crae.v42i2.5.
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This paper documents an educational artist-in-residence program that was particularly active in some Ottawa Roman Catholic Separate School Board primary schools during the period 1970 to 1988. In schools where space was available, professional artists were assigned studio space as a means to encourage their participation in the day-to-day life of the schools. In exchange, the visual and performing artists offered non-teaching services that included mentoring and participation in stage plays, mural creation and art exhibitions. These activities mainly took place within the framework of the artists' everyday ongoing professional practice.
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Wittberg, Dionna M., Solomon Aragie, Wondyifraw Tadesse, Jason S. Melo, Kristen Aiemjoy, Melsew Chanyalew, Paul M. Emerson, et al. "WASH Upgrades for Health in Amhara (WUHA): study protocol for a cluster-randomised trial in Ethiopia." BMJ Open 11, no. 2 (February 2021): e039529. http://dx.doi.org/10.1136/bmjopen-2020-039529.
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IntroductionFacial hygiene promotion and environmental improvements are central components of the global trachoma elimination strategy despite a lack of experimental evidence supporting the effectiveness of water, sanitation and hygiene (WASH) measures for reducing trachoma transmission. The objective of the WUHA (WASH Upgrades for Health in Amhara) trial is to evaluate if a comprehensive water improvement and hygiene education programme reduces the prevalence of ocular chlamydia infection in rural Africa.Methods and analysisForty study clusters, each of which had received at least annual mass azithromycin distributions for the 7 years prior to the start of the study, are randomised in a 1:1 ratio to the WASH intervention arm or a delayed WASH arm. The WASH package includes a community water point, community-based hygiene promotion workers, household wash stations, household WASH education books, household soap distribution and a primary school hygiene curriculum. Educational activities emphasise face-washing and latrine use. Mass antibiotic distributions are not provided during the first 3 years but are provided annually over the final 4 years of the trial. Annual monitoring visits are conducted in each community. The primary outcome is PCR evidence of ocular chlamydia infection among children aged 0–5 years, measured in a separate random sample of children annually over 7 years. A secondary outcome is improvement of the clinical signs of trachoma between the baseline and final study visits as assessed by conjunctival photography. Laboratory workers and photo-graders are masked to treatment allocation.Ethics and disseminationStudy protocols have been approved by human subjects review boards at the University of California, San Francisco, Emory University, the Ethiopian Food and Drug Authority, and the Ethiopian Ministry of Innovation and Technology. A data safety and monitoring committee oversees the trial. Results will be disseminated through peer-reviewed publications and presentations.Trial registration number(http://www.clinicaltrials.gov): NCT02754583; Pre-results.
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Cyna, Esther. "Equalizing Resources vs. Retaining Black Political Power: Paradoxes of an Urban-Suburban School District Merger in Durham, North Carolina, 1958–1996." History of Education Quarterly 59, no. 1 (January 31, 2019): 35–64. http://dx.doi.org/10.1017/heq.2018.50.
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Two separate school districts—a city one and a county one—operated independently in Durham, North Carolina, until the early 1990s. The two districts merged relatively late compared to other North Carolina cities, such as Raleigh and Charlotte. In Durham, residents in both the county and city systems vehemently opposed the merger until the county commissioners ultimately bypassed a popular vote. African American advocates in the city school district, in particular, faced an impossible trade-off: city schools increasingly struggled financially because of an inequitable funding structure, but a merger would significantly threaten fair racial representation on the consolidated school board. This article explores this core tension in historical context by looking at several failed merger attempts from 1958 to 1988, as well as the 1991 merger implementation, against the backdrop of desegregation, economic transition, profound metropolitan changes, and protracted political battles in Durham.
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Khaliq, Abdul. "Manajemen Partisipasi Masyarakat dalam Pendidikan pada Mts Muhammadiyah 3 Al-Furqon Banjarmasin." TRANSFORMATIF 1, no. 1 (December 13, 2017): 16. http://dx.doi.org/10.23971/tf.v1i1.666.
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<p>Schools as formal educational institutions that have separate management in the management of education, have thus become increasingly necessary. Therefore collaboration between public agencies should be developed in synergy, given the interests and ideals alike that saves and brighten the future of our nation. Forms of community participation in education in MTs Muhammadiyah 3 Al Furqan Banjarmasin quite diverse, namely 1) participation as a board member school committee, 2) participation in various activities at the school, and 3) community participation in maintaining security madrasah. Strategies and approaches that have been done in order to foster and develop community participation in education in MTs Muhammadiyah 3 Al Furqan Banjarmasin covers three areas: 1) Identify the Problem; 2) The treatment and approach; and 3) Guidance.</p>
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Kovalesky, Brian. "Unification and Its Discontents." California History 93, no. 2 (2016): 4–16. http://dx.doi.org/10.1525/ch.2016.93.2.4.
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In the late 1950s and early 1960s, during the height of protests and actions by civil rights activists around de facto school segregation in the Los Angeles area, the residents of a group of small cities just southeast of the City of Los Angeles fought to break away from the Los Angeles City Schools and create a new, independent school district—one that would help preserve racially segregated schools in the area. The “Four Cities” coalition was comprised of residents of the majority white, working-class cities of Vernon, Maywood, Huntington Park, and Bell—all of which had joined the Los Angeles City Schools in the 1920s and 1930s rather than continue to operate local districts. The coalition later expanded to include residents of the cities of South Gate, Cudahy, and some unincorporated areas of Los Angeles County, although Vernon was eventually excluded. The Four Cities coalition petitioned for the new district in response to a planned merger of the Los Angeles City Schools—until this time comprised of separate elementary and high school districts—into the Los Angeles Unified School District (LAUSD). The coalition's strategy was to utilize a provision of the district unification process that allowed citizens to petition for reconfiguration or redrawing of boundaries. Unification was encouraged by the California State Board of Education and legislature in order to combine the administrative functions of separate primary and secondary school districts—the dominant model up to this time—to better serve the state's rapidly growing population of children and their educational needs, and was being deliberated in communities across the state and throughout Los Angeles County. The debates at the time over school district unification in the Greater Los Angeles area, like the one over the Four Cities proposal, were inextricably tied to larger issues, such as taxation, control of community institutions, the size and role of state and county government, and racial segregation. At the same time that civil rights activists in the area and the state government alike were articulating a vision of public schools that was more inclusive and demanded larger-scale, consolidated administration, the unification process reveals an often-overlooked grassroots activism among residents of the majority white, working-class cities surrounding Los Angeles that put forward a vision of exclusionary, smaller-scale school districts based on notions of local control and what they termed “community identity.”
Dissertations / Theses on the topic "Separate School boards"
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Gardi, Lisa Jean. "The history of music education in the London and Middlesex County Roman Catholic Separate School Board, 1858-1994." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq21123.pdf.
Full textBooks on the topic "Separate School boards"
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Roman Catholic Separate School Board of Toronto. By-laws of the Roman Catholic Separate School Board of Toronto, as amended at the general meeting held November 2nd, 1886. [Toronto?: s.n.], 1994.
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Metropolitan Separate School Board (Toronto, Ont.). By-laws of the Roman Catholic Separate School Board of Toronto, as amended at the general meeting held November 2nd, 1886. Ottawa, Ont: Canadian Institute for Historical Microreproductions, 1994.
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Michael, Power. A promise fulfilled: Highlights in the political history of Catholic separate schools in Ontario. Toronto: Ontario Catholic School Trustees' Association, 2002.
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), Waterloo Region Roman Catholic Separate School Board (Ont. Curriculum management: A policy statement for the Waterloo Region Roman Catholic Separate School Board. Kitchener, Ont: Waterloo Region Roman Catholic Separate School Board, 1987.
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Crealock, Carol M. Bill 82 implementation study: London and Middlesex County Roman Catholic Separate School Board : final report, 1982-1985. [Toronto?: Ontario Institute for Studies in Education?, 1985.
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Metropolitan, Separate School Board (Toronto Ont ). Guidance and Counselling Services. Leadership training: A resource manual for Catholic schools. Toronto: The Board, 1990.
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Crealock, Carol M. Bill 82 implementation study: London Public School Board : final report, 1982-1985. Toronto: Ontario Institute for Studies in Education, 1985.
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Silverman, Harry. A study of the implementation of Bill 82: Final report, October 1985. [Toronto]: Ontario Institute for Studies in Education, 1985.
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Canada, Abt Associates of. Catholic education in the separate school system of Ontario: Project report ; prepared for the Board of Directors, Institute for Catholic Education. Toronto: Abt, 1990.
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Berger, Marie-Josée. Needs analysis: Impact of French education. Nepean, Ont: Ottawa Valley Centre, Ontario Institute for Studies in Education, University of Toronto, 1996.
Find full textBook chapters on the topic "Separate School boards"
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Walsh, Camille. "We Are Taxpaying Citizens." In Racial Taxation. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469638942.003.0004.
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Chapter Three shifts to state and local court cases in the early 20th century, many of which highlight the different unequal tax structures imposed in mandatory segregation states in the South. Whether separate taxation or supposedly "colorblind" taxation, this chapter argues that both of these systems were deployed by all-white school boards and excise boards to ensure that black schools received a tiny fraction of the resources due them and that in many cases African Americans were doubly taxed for the support of white schooling. Finally, this chapter examines the letters written to the NAACP in the 1920s and 1930s as well as news articles and speeches illustrating the importance of the taxpayer citizenship claim made by many African Americans in this period.
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Armor, David J. "The Future of Desegregation and Choice." In Forced Justice. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195090123.003.0009.
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Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies easy resolution. The debate over desegregation policy has touched upon many aspects and levels of human society, including values, law, education, and social theory; therefore, arriving a succinct set of policy conclusions, especially one accompanied by substantial consensus, is unrealistic. The debate cannot and should not be reduced simply to a matter of law, to ideological differences, or to disagreements over social science theories. Any attempt to oversimplify the desegregation issue does injustice to those with the greatest stake in its outcome, namely, the students, parents, and educators who reap its rewards and shoulder its costs. Adding to this complexity is the fact that desegregation issues have shifted so much over time that the important policy questions differ from one decade to the next. During the 1950s, the legal and value debate was over compulsory segregation, and social theorists debated whether separate schools were harmful or beneficial for children. During the 1970s, the legal and value debate shifted to compulsory desegregation and whether the benefits of mandatory busing justified its deep divisiveness and its unintended consequences. During the 1990s the debate has shifted once again, this time in several directions. The federal courts struggle with the conditions under which to grant unitary status (and dismissal) to school districts with court-ordered desegregation plans. Surprisingly, considering the great controversy in the 1970s, school boards in the 1990s debate whether to seek unitary status or, if not under court order, to adopt desegregation plans on their own. Civil rights groups are back in court, not only to oppose unitary status but also to demand even broader remedies than those granted during the 1970s. They have requested metropolitan remedies between cities and suburbs, and they have petitioned for racial parity in classrooms, discipline rates, and even academic achievement. Ironically, some of these latest court challenges have come full circle, invoking the psychological harm thesis of Brown that most legal scholars dismissed as irrelevant to the law.
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Minow, Martha. "Making Waves: Schooling and Disability, Sexual Orientation, Religion, and Economic Class." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0007.
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The historic treatment of students with disabilities in many ways resembles racial segregation in schools. Brown’s influence in this field is clear but complicated. Also complicated are debates over equal treatment of students who identify as gay, lesbian, bisexual, or transgendered. Religious students—and religious schools—elicit further variations on the educational equality debate with consequences for social integration and intergroup relations. Compulsory education laws in the United States for many years exempted students with mental and physical disabilities, and many school systems excluded such students or assigned them to separate institutions well into the 1970s. Before Brown, court challenges to this treatment of students with disabilities failed either on the assumption that the child’s impairments made schooling inappropriate or that the presence of the child with disabilities would harm the best interests of other children and the school. Even schools set up for students with disabilities could exclude a student by asserting that the child’s limitations would prevent educational progress. During the 1920s, communities established separate schools for students who were blind, deaf, or severely retarded, and many schools established separate classrooms for students who were considered to be slow learners. Misclassifications assigning students to separate classrooms or schools was not uncommon, and especially affected students who were immigrants or members of minority groups. This process of segregating persons with disabilities often relegated such persons to squalid residential institutions and imposed forced sterilization, justified in terms set by the eugenics movement. Those children with disabilities who did receive services did so largely in classrooms or schools removed from their peers. Parent advocacy organizations and civil rights activists challenged these practices, often with explicit references to Brown v. Board of Education. Parents and educators pressed for both more funding and experiments placing students with disabilities in regular educational settings. Integration, also called “mainstreaming” and “inclusion,” became a central goal through litigation, legislation, and advocacy for individual students, but for some children, advocates also pursued specialized instruction in separate settings. Intertwined with failures in the treatment of students with disabilities was the problem of racially discriminatory treatment.
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Minow, Martha. "On Other Shores: When is Separate Inherently Unequal?,." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0011.
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Even before it was decided by the U.S. Supreme Court, Brown v. Board of Education had a global profile. Swedish economist Gunnar Myrdal in a work that the Carnegie Corporation commissioned in 1944 in search of an unbiased view of American race relations, supplied a searing indictment of America’s treatment of the “Negro,” and his work, An American Dilemma, became a key citation in the Court’s famous footnote eleven. Initially, President Dwight D. Eisenhower showed no sympathy for the school integration project and expressed suspicion that the United Nations and international economic and social rights activists were betraying socialist or even communist leanings in supporting the brief. But as the United States tried to position itself as a leader in human rights and supporter of the United Nations, the Cold War orientation of President Eisenhower’s Republican administration gave rise to interest in ending official segregation, lynchings, and cross burnings in order to elevate the American image internationally. The Department of Justice consulted with the State Department on the drafting of an amicus brief in Brown that argued that ending racially segregated schools would halt the Soviet critique of racial abuses tolerated by the U.S. system of government and thereby help combat global communism. Ending segregation emerged as part of a strategy to win more influence than the Soviet Union in the “Third World.” African-American civil rights leader and journalist Roger Wilkins later recalled that ending official segregation became urgent as black ambassadors started to visit Washington, D.C., and the United Nations in New York City. Tracking the influence of Brown in other countries is thornier than tracking its influence inside the United States where the topic has motivated a cottage industry in academic scholarship. As this book has considered, the litigation has by now a well-known and complicated relationship to actual racial integration within American schools. Some argue that the case exacerbated tensions and slowed gradual reform that was already under way.
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Adkison, Danny M., and Lisa McNair Palmer. "Education." In The Oklahoma State Constitution, 259–64. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514818.003.0019.
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This chapter addresses Article XIII of the Oklahoma constitution, which concerns education. Section 1 mandates establishment and maintenance of a public school system but does not guarantee an equal educational opportunity in the sense of equal expenditures of money for each and every pupil in the state. Section 2 states that “the Legislature shall provide for the establishment and support of institutions for the care and education of persons within the state who are deaf, deaf and mute, or blind.” Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966. Section 4 states that “the Legislature shall provide for the compulsory attendance at some public or other school, unless other means of education are provided.” Section 5 grants power to the State Board of Education to supervise the instruction in public schools. Section 6 provides for the establishment of a uniform system of textbooks to be used in the public schools, making it clear that the books must be free to students.
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Snapp, Shannon, and Stephen T. Russell. "Inextricably Linked." In Sexual Orientation, Gender Identity, and Schooling, 143–62. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.003.0009.
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Evidence suggests that inclusive curriculum has positive implications for students’ learning, well-being, and safety. Types of inclusive curricula, namely ethnic studies and LGBTQ-inclusive curricula, however, are currently being contested in schools throughout the United States. Twenty-three key informants (e.g., teachers, school board members, school administrators, community activists) in Arizona and California shared their three primary reasons that an inclusive curricular and pedagogical approach to teaching is important: (a) students are reflected in their learning, (b) violence against others lessens and school becomes hospitable to learning, and (c) students’ learning improves due to greater academic engagement and connection. While many key informants saw ethnic studies and LGBTQ-inclusive curriculum as “inextricably linked,” several indicated that the two classes are viewed as separate and distinct. The need for curriculum that aligns with social justice and intersectionality frameworks as well as coalitional advocacy is discussed.
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Brown, Jeannette. "From Academia to Board Room and Science Policy." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0010.
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Reatha Clark King is a woman who began life in rural Georgia and rose to become a chemist, a college president, and vice president of a major corporate foundation. Reatha Belle Clark was born in Pavo, Georgia, on April 11, 1938, the second of three daughters born to Willie and Ola Watts Clark Campbell. Her mother Ola had a third grade education and her father Willie was illiterate. Her families were sharecroppers in Pavo. Her mother and grandmother raised her in Moultrie, Georgia, after her parents separated when she was young. She and her sisters worked long hours in the cotton and tobacco field during the summer to raise money. She could pick 200 pounds of cotton a day and earn $6.00, which was more than her mother’s salary as a maid. 1 In the 1940s in the rural segregated South, the only career aspirations for young black girls were to become a hairdresser, a teacher, or a nurse. Reatha started school at the age of four in the one-room schoolhouse at Mt. Zion Baptist Church. Still more than a decade before Brown v. Board of Education , Reatha’s schools were segregated. The teacher, Miss Florence Frazier, became Reatha’s first role model. Reatha said, “I never wondered if I could succeed in a subject. It was only a question of whether I wanted to study the subject.” She later attended the segregated Moutrie High School for Negro Youth. Despite missing much school to attend to fieldwork, Reatha maintained her studies. She graduated in 1954 as the valedictorian of her class. Reatha received a scholarship to enter Clark College in September 1954, originally planning to major in home economics and teach in her local high school. These plans changed after her first chemistry course with Alfred Spriggs, the chemistry professor. He encouraged her to major in chemistry and go to graduate school. She found that chemistry was the perfect major for her. She says, “Both the subject matter and methodology were interesting and challenging; the laboratory and lecture sessions were exciting; and my fellow students in chemistry were both serious students and fun to work with.”
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Minow, Martha. "Introduction." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0004.
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Making sense of Brown v. Board of Education, decided the same year I was born, and understanding what it did and did not achieve have occupied me since I can remember. When the fiftieth anniversary of the ruling arrived, scholars and media pundits debated whether the case deserved its landmark status and whether it had delivered in any meaningful way on the promise of racial equality for African Americans—or if it instead was ineffectual or counterproductive. Those are important questions, and this book grapples with them. Yet largely missing from the public discussions was the enormous influence of Brown in schools beyond race. The Supreme Court’s embrace of the ideal of equal opportunity and its critique of the separate-but-equal approach to education transformed the treatment of immigrants, students learning English, girls, students with disabilities, and poor students in American schools; religion in schools; school choice; and social science evidence about schooling—and the story of these changes deserves telling. That is what this book aims to do, even as it tells of a mixed legacy of Brown in these other contexts while also tracing reverberations of Brown outside the United States. To tell these stories is to engage with public policy debates over separate versus mixed instruction in meeting the needs of varied kinds of students. Nested within larger disputes over the viability of the racial integration ideal, this effort also explores the emergence of Brown as a resource for enterprising and visionary reformers concerned with gender, disability, religion, and other topics. The legacies of Brown invite a look at the capacity of individuals to push and achieve change using law and social science; the histories are interconnected with social movements as well as unexpected consequences of resulting reforms. Chapter 1 offers an analysis of what this landmark U.S. Supreme Court case did and did not accomplish when it banned official racial segregation in public schools. I consider whether the lawyers’ goal ever was integration, defined to mean both the side-by-side instruction of students of different races and the creation of school communities with a sense of common purpose and membership bridging different identities, histories, and past opportunities.
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McKay, David O. "The Tongan Mission." In Pacific Apostle, edited by Reid L. Neilson and Carson V. Teuscher, 187–226. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042850.003.0009.
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After touring the Samoan Mission, McKay and Cannon briefly separated. While Cannon sailed to New Zealand to secure their future travel itinerary and steamship tickets, McKay headed to neighboring Tonga alone. Fearing a measles outbreak, McKay and his fellow passengers were forced to endure two weeks of quarantine on a remote islet near Nukualofa at the behest of the local government. McKay’s long, hot days were enlivened by exploring coral beds, reading Shakespeare, and holding religious services. When the confinement ended, McKay visited the islands of Tongatapu, Vavau, and Haapai to inspect church plantations, schools, and the mission home. His interisland voyages were often conducted on subpar boats, piloted by less-than-sober captains in perilous weather. At the end of his tour, McKay boarded a steamer for New Zealand.
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Minow, Martha. "What Brown Awakened." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0005.
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Brown v. Board of Education established equality as a central commitment of American schools but launched more than a half century of debate over whether students from different racial, religious, gender, and ethnic backgrounds, and other lines of difference must be taught in the same classrooms. Brown explicitly rejected state-ordered racial segregation, yet neither law nor practice has produced a norm of racially integrated classrooms. Courts restrict modest voluntary efforts to achieve racially mixed schools. Schools in fact are now more racially segregated than they were at the height of the desegregation effort. Talk of this disappointing development dominated the events commemorating the fiftieth anniversary of the Brown decision. Instead of looking at the composition of schools and classrooms, policy-makers measure racial equality in American schooling by efforts to reduce racial differentials in student performance on achievement tests, and those efforts have yielded minimal success. Historians question whether the lawyers litigating Brown undermined social changes already in the works or so narrowed reforms to the focus on schools that they turned away from the pursuit of economic justice. Commentators have even questioned whether the Court’s decision itself ever produced real civil rights reform. Although Brown focused on racial equality, it also inspired social movements to pursue equal schooling beyond racial differences, and it yielded successful legal and policy changes addressing the treatment of students’ language, gender, disability, immigration status, socioeconomic status, religion, and sexual orientation. These developments are themselves still news, inadequately acknowledged and appreciated as another key legacy of Brown. Yet here, too, judges, legislators, school officials, experts, and parents disagree over whether and when equality calls for teaching together, in the same classrooms, students who are or who are perceived to be different from one another. Parents and educators have at times pushed for separate instruction and at times for instructing different students side by side. As the twenty-first century proceeds, equality in law and policy in the United States increasingly calls for mixing English-language learners with English-speaking students and disabled with non-disabled students, but students’ residential segregation and school assignments often produce schools and classrooms divided along lines of race, ethnicity, and socio-economic class.
Conference papers on the topic "Separate School boards"
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Turley, Curtis, Maria Alessandra Montironi, and Harry H. Cheng. "Programming Arduino Boards With the C/C++ Interpreter Ch." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47837.
Full textAbstract:
This paper presents the ChArduino package which is designed to control the Atmel AVR microcontroller based Arduino boards through the C/C++ interpreter Ch. Traditionally, Arduino boards are programmed using the official Arduino IDE or lower-level AVR C libraries. These methods require specific cross-compilation tools to compile the code and upload it onto the board. Whenever a change is made to the source code, it needs to be recompiled and uploaded, making application development cumbersome, especially for beginners and as the size of the application grows. The approach presented in this paper is aimed at reducing the effort associated with code compilation, especially in classroom environments where microcontroller programming is first introduced. In fact, when using this method, code is executed in an interpreted manner and every function call is processed separately by the interpreter, thus compilation and uploading are not required to make changes effective. The ChArduino package consists of a library of functions running on a computer and a specialized firmware loaded onto the Arduino board. The firmware on the Arduino board is pre-compiled and the latest version is automatically uploaded at run time, if not already. At power-up, the firmware initializes the board and then waits for a command from the computer. The use of the C/C++ interpreter Ch also makes available line-by-line debugging, numerical analysis, and plotting capabilities. The supported communication protocols between the Arduino board and the computer are serial and Bluetooth. The application code written using this package is completely compatible with the entire spectrum of Arduino boards and can be ported to the Arduino IDE with minimal changes. The applications of the method described in this paper are general but apply especially to the K-12 education field in that the package creates a simple, user-friendly, environment for the absolute beginner to learn the basic principles of mechatronic systems including programming, microcontrollers, and electrical circuits. Lesson plans are being developed to use the ChArduino package in microcontroller introductory courses and the package is currently being introduced for preliminary testing in schools through the UC Davis C-STEM Center.
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Harries, Brian, Brandon Smith, Sean Carter, Darris White, and Marc Compere. "Control System Design and Optimization Using LabVIEW for a Plug in Hybrid Electric Vehicle as Part of EcoCar: The NeXt Competition." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65474.
Full textAbstract:
Embry Riddle Aeronautical University is part of EcoCar: The NeXt Challenge, an advanced vehicle competition run by Argonne National Labs and sponsored by General Motors and the Department of Energy. The competition tasks 16 schools around the country with designing and implementing the most efficient vehicle architecture. As part of the EcoCar Challenge, Embry Riddle Aeronautical University is working on developing a controls strategy for a Plug in Hybrid Electric Vehicle. The control system is designed to optimize efficiency and consumer acceptability by allowing the EcoEagles to control each of the cars sub-systems. Control is done using CAN bus communication that utilizes National Instruments (NI) single board reconfigurable input / output (sbRIO) real time hardware. The EcoEagles powertrain architecture includes GM’s two-mode hybrid electric transmission which contains two 55kW electric motors, a 1.3 liter turbo diesel engine running on B20 biodiesel, and a 12.8 kWh lithium-ion battery pack produced by A123 Systems. Each component has a control module that interfaces directly with the subsystems and hardware on the vehicle. These controllers are: the Traction Power Inverter Module (TPIM), the Engine Control Module (ECM), and the Battery Pack Control Module (BPCM). Vehicle control and communication between these modules is managed by the EcoEagles, two controllers called the Supervisory Control Unit (SCU) and the Gateway (GW). The purpose of the gateway is to control the flow of CAN communication between modules and to isolate the ECM and BPCM from the vehicle to avoid data interference. Communication is done on two separate CAN buses, the Power Train Expansion Bus (PTEB), and the High Speed Bus (HS). The controls diagram can be seen in Figure 1. The paper will go into detail on shift strategy and engine operation where optimization was used to maintain efficient operation of the engine. The paper will also describe the control strategy that was developed using coupled LabVIEW Statecharts [1] with CAN messaging inputs from all of the control modules in order to maintain safe efficient operation.