Physics contest could honor student, school

Physics Today ◽  
2009 ◽  
Vol 62 (6) ◽  
pp. 10-10
Author(s):  
Costas J. Efthimiou
Keyword(s):  
Honor Student

Ethnic Labeling in Mexican-Origin Youth: A Qualitative Assessment

2009 ◽  
Vol 12 (5) ◽  
pp. 2156759X0901200
Author(s):  
Krista M. Malott ◽  
Kathryn P. Alessandria ◽  
Kirkpatrick Megan ◽  
Carandang Justine
Keyword(s):  
Identity Development ◽  
School Counselors ◽  
Qualitative Assessment ◽  
Mexican Origin ◽  
Qualitative Investigation ◽  
Ethnic Identity Development ◽  
Honor Student ◽  
Variable Label ◽  
Mexican Origin Youth ◽  
Ethnic Labels

Outcomes are reported from a qualitative investigation addressing ethnic label selection, meaning, use, and influences upon Mexican-origin youth. Participants selected multiple labels with distinct meanings and influences. Findings indicate a need for school counselors to honor student label selection and to advocate for variable label use by school professionals and in school documentation. School counselors can provide resources and venues to facilitate student exploration of ethnic labels, as one key component of ethnic identity development.

Best Pedagogical Practices for Acknowledging and Accommodating Diversity in Online Courses

2015 ◽  
pp. 342-358 ◽  
Author(s):  
Christina Nash
Keyword(s):  
Online Education ◽  
Cultural Awareness ◽  
Online Courses ◽  
Collaborative Work ◽  
Learning Preferences ◽  
Pedagogical Practices ◽  
Cultural Learning ◽  
Instructional Designers ◽  
Honor Student ◽  
K 12

This chapter examines the best practices for acknowledging and accommodating diversity in online courses, focused at the K-12 level. It presents the challenges of a culturally biased Internet and offers possibilities for educators to address this bias, not only for themselves as pedagogical and instructional designers but also for their students in both online and blended learning environments. While understanding cultural learning biases is important in any online education setting, teachers at the K-12 level need to be especially vigilant as they are working with students who are still developing their own identities as both people and learners. Strategies recommended include, but are not limited to, being aware of cultural differences through both information gathering and experience; providing opportunities for communication that honor student learning preferences; providing explicit course guidelines, expectations, and extended descriptions of course assignments; addressing the implementation of collaborative work with students of diverse backgrounds; and promoting student's cultural awareness through content and instruction.

scholarly journals My Computer Is an Honor Student — but How Intelligent Is It? Standardized Tests as a Measure of AI

AI Magazine ◽  
2016 ◽  
Vol 37 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Peter Clark ◽  
Oren Etzioni
Keyword(s):  
Standardized Tests ◽  
Deep Understanding ◽  
Turing Test ◽  
Science Tests ◽  
Machine Performance ◽  
Honor Student ◽  
Critical Skills ◽  
Objective Tests ◽  
World Modeling ◽  
High Level

Given the well-known limitations of the Turing Test, there is a need for objective tests to both focus attention on, and measure progress towards, the goals of AI. In this paper we argue that machine performance on standardized tests should be a key component of any new measure of AI, because attaining a high level of performance requires solving significant AI problems involving language understanding and world modeling - critical skills for any machine that lays claim to intelligence. In addition, standardized tests have all the basic requirements of a practical test: they are accessible, easily comprehensible, clearly measurable, and offer a graduated progression from simple tasks to those requiring deep understanding of the world. Here we propose this task as a challenge problem for the community, summarize our state-of-the-art results on math and science tests, and provide supporting datasets

Interlude

2020 ◽  
pp. 203-204
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
Eighth Grade ◽  
Honor Student ◽  
Honor Society

My name is Lyla, and I am in the eighth grade. I have been playing violin for four years, and I have also been playing soccer for 10 years. I am an honor student, and I am the secretary of NJHS (National Junior Honor Society)....

Additional Evidence for Veridicality of Perceptions Based on Physiognomic Cues

1975 ◽  
Vol 40 (3) ◽  
pp. 780-782 ◽  
Author(s):  
Roger L. Terry
Keyword(s):  
College Students ◽  
Female College Students ◽  
Social Category ◽  
Male And Female ◽  
Female College ◽  
Interpersonal Perceptions ◽  
Female Stimulus ◽  
Honor Student ◽  
Male Stimulus ◽  
Physical Attributes

This study was designed to determine whether veridical interpersonal perceptions can be formed on the basis of physiognomic cues. 21 male and female college students attempted to identify the correct social category [honor student, active or inactive in extracurricular events, and beauty queen (for female stimulus persons) or athlete (for male stimulus persons)] of 44 photographed male and female stimulus persons. Results demonstrated considerable veridicality, especially by male judges and of stimulus persons occupying categories which imply physical attributes.

scholarly journals Ruptured Giant Basilar Artery Aneurysm in a Comatose Adolescent: Successful Obliteration Using Intraoperative SSEP, BAER, and MEP Monitoring

2006 ◽  
Vol 12 (3) ◽  
pp. 237-244 ◽  
Author(s):  
C.I. Nwagwu ◽  
M.S. Mathews ◽  
J.A. Scott ◽  
A.J. Denardo ◽  
T.G. Horner
Keyword(s):  
Basilar Artery ◽  
Artery Aneurysm ◽  
Artery Occlusion ◽  
Vascular Lesions ◽  
Basilar Artery Occlusion ◽  
Honor Student ◽  
Adequate Blood Supply ◽  
Artery Flow ◽  
Neurologically Intact

Giant basilar aneurysms are infrequently seen in children. We present the endovascular management of an adolescent who presented comatose with pinpoint pupils due to a ruptured giant basilar trunk aneurysm. A noncontrast head CT disclosed a large prepontine lesion with brainstem hemorrhage. Catheter angiography showed a 4.5 cm irregular, fusiform basilar trunk aneurysm. With SSEP, BAER, and MEP monitoring, the patient underwent bilateral temporary vertebral artery occlusion, followed by GDC embolization of the aneurysm. Postprocedure internal carotid angiograms showed adequate blood supply to the basilar apex via patent posterior communicating arteries. On postprocedure day two, the patient was following commands. The remainder of his hospital course was uneventful. Postoperative angiograms showed no residual filling of the aneurysm. At 12 months the patient was neurologically intact and at baseline function as an honor student and follow-up angiogram showed persistent occlusion of the aneurysm from the circulation. Successful endovascular treatment has been considered a less invasive and safer alternative to surgical management of some complex vascular lesions. While most reports on reversing basilar artery flow have been carried out in awake patients with neurological examinations, this is not possible in a patient presenting in a comatose state. This report suggests that SSEPs, BAERs and MEP may be of use in such patients in safely carrying out basilar artery occlusion.

scholarly journals Technology in the Lives and Schools of Adolescents

2012 ◽  
pp. 528-548 ◽  
Author(s):  
S. Alex Ruthmann ◽  
Steven C. Dillon
Keyword(s):  
Decision Making ◽  
Community Of Practice ◽  
Music Educators ◽  
Student Agency ◽  
Relational Pedagogy ◽  
Honor Student ◽  
Music And Technology ◽  
Curricular Decision Making ◽  
Ways Of Being

This article advocates a pedagogy wherein relationships form the basis for developing curricular and pedagogical ways of being with students. A relational pedagogy begins by considering these broad questions: Where are music and technology in the teacher and students' lives? Where do adolescents make meaning through music and technology? How can teachers develop a community of practice with their students through music and technology? It is argued that relationships should be placed at the center of pedagogical and curricular decision-making. Through this approach, music educators are better equipped to make space for and honor student agency and learning by harnessing the ways adolescents intuitively engage with music and technology.

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