The Teaching of Spanish in the Third Grades of the El Paso Public Schools

Hispania ◽  
1954 ◽  
Vol 37 (4) ◽  
pp. 493 ◽  
Author(s):  
Carlos Rivera
Keyword(s):  
Public Schools ◽  
El Paso ◽  
The Third

Peace at Almost Any Price, 1846–1866

2018 ◽  
Author(s):  
James W. Sanders
Keyword(s):  
Public Schools ◽  
Roman Catholic ◽  
Parochial Schools ◽  
Irish Immigrants ◽  
The Third ◽  
Catholic Bishop ◽  
Catholic Schooling ◽  
Potato Famine

John Fitzpatrick was the third Roman Catholic bishop of Boston. A Boston native and the son of Irish immigrants, he attended public schools, including the prestigious Boston Latin School. He enjoyed acceptance by the best of Boston society but seemed to fear causing offense to the Yankees while serving his struggling Irish immigrant flock, many of whom came to America in the wake of the Potato Famine. Although he privately supported efforts by others in the diocese, such as Father McElroy and the Sisters of Notre Dame, to open parochial schools, he took no action himself to establish a system of parochial schools as an alternative to the Protestant-run public schools. As such, the development of Catholic schooling was neglected in Boston during these years.

scholarly journals Association between spectator and other roles in school bullying

2016 ◽  
Vol 26 (3) ◽  
pp. 352
Author(s):  
Marcela Almeida Zequinão ◽  
Pâmella De Medeiros ◽  
Beatriz Pereira ◽  
Fernando Luiz Cardoso
Keyword(s):  
Public Schools ◽  
Negative Reinforcement ◽  
Strong Association ◽  
School Bullying ◽  
The Other ◽  
Seventh Grade ◽  
Santa Catarina ◽  
The Third ◽  
Aggressive Behaviours

Introduction: The school bullying is characterized by repetitiveness of aggression and the intentionality to injure or cause suffering to others. The bystanders to this phenomenon tend to be mainly responsible for the course that bullying will take and its results. Objective: To analyse the association between the role of bystander with the other possible roles played in bullying. Method: A total of 409 children from the third to seventh grade participated in this study, with an average age of 11 years (SD = 1.61), enrolled in two municipal public schools in Florianópolis, Santa Catarina, Brazil. The instruments used were: one of the scales of the Questionnaire for the Study of Violence Among Peers, to identify bystanders, and the Olweus Questionnaire, to describe the possible roles played in school bullying. Results: It was found that most of the participants assumed the role of bystander in school bullying. However, an association was found with regard to gender and being a bystander. Also, strong association was found between being a bystander and the other roles played in bullying, primarily in relation to the bullies. Conclusion: These results reinforce the importance of bystanders in these aggressions, not only because they represent most of the participants, but mainly because of the positive or negative reinforcement they can offer in these aggressive behaviours. Therefore, the incentive and the encouragement of these students to denounce the aggressors, as well as defending the victims is essential to reduce school bullying.

Pierre de Coubertin: sport and ideology in the Third Republic, 1870–1914

2000 ◽  
Vol 8 (2) ◽  
pp. 167-171
Author(s):  
H. L. Wesseling
Keyword(s):  
Nineteenth Century ◽  
Public Schools ◽  
Olympic Games ◽  
Third Republic ◽  
Fin De Siecle ◽  
Organized Sport ◽  
The Public ◽  
The Third ◽  
Fin De Siècle

Organized sport was first developed in Germany in the form of the so-called Turnvereine, and in England at the public schools. It came to France later, at the end of the nineteenth century. Despite this, the modern Olympic Games was a French invention, the result of the ambitions and efforts of an aristocratic admirer of England, Baron Pierre de Coubertin. His ideas and attitudes were in many ways characteristic of fin-de-siècle France.

scholarly journals José Antonio Corrales : la disolución del límite = José Antonio Corrales : The dissolution of the limit

2020 ◽  
pp. 160
Author(s):  
Nicolás Martín Domínguez
Keyword(s):  
El Paso ◽  
The Gaze ◽  
The Third ◽  
Small House

ResumenConocí a José Antonio Corrales a finales de 2009. Durante el último año de su vida le visité todas las semanas. Ante mis ojos fueron pasando sus proyectos. También los inéditos o descartados que nos permiten, con el paso del tiempo, ampliar el foco de la mirada descubriendo encuadres nue­vos en su manera de proyectar. Entre 1955 y 1957 Corrales proyecta y construye en solitario tres viviendas en Madrid. Dos poco conocidas y documentadas. La tercera inédita. En 1968 proyecta una pequeña vivienda para su familia a las afueras de Madrid, llamada La Viña. En tan solo once años, la arquitectura de Corrales evoluciona hacia una disolución de los límites que conlleva una relación transformada con el medio. Las tres primeras casas, se presentan como piezas netas, de límites marcados, esbeltos y transparentes. En la Viña, el límite abierto y cambiante, se convierte en el corazón de la casa, reflejando así su nueva manera de participar del lugar.AbstractI met José Antonio Corrales in late 2009. During the last year of his life, I visited him every week. I could see his projects pass in front of my eyes. Also the unpublished or discarded ones that allow us, with the passage of time, to widen the focus of the gaze, discovering new frames in its way of projecting. Between 1955 and 1957 Corrales projected and built three houses alone in Madrid. Two little known and documented. The third unpublished. In 1968 he plans a small house for his family on the outskirts of Madrid, called La Viña. In just eleven years, Corrales’ architecture evolves towards a dissolution of the limits that a transformed relationship with the environment entails. The first three houses are presented as net pieces, with marked, slender and transparent limits. In La Viña, the open and changing limit becomes the heart of the house, thus reflecting its new way of participating of the place.

The Teaching of Spanish in the First Grades of the El Paso Public Schools

Hispania ◽  
1952 ◽  
Vol 35 (4) ◽  
pp. 452
Author(s):  
Carlos Rivera
Keyword(s):  
Public Schools ◽  
El Paso

Christians Teaching in the Public Schools: What are Some Options?

1998 ◽  
Vol 2 (1) ◽  
pp. 53-64 ◽  
Author(s):  
James E. Schwartz
Keyword(s):  
Public Schools ◽  
Public School ◽  
First Amendment ◽  
School Setting ◽  
Golden Rule ◽  
Christian Life ◽  
The Public ◽  
The Third ◽  
The Usa

How can Christians who are teachers in government-sponsored schools in the USA live a life of faith within the constraints of the First Amendment? Three options are presented: agent for enculturation, Christian advocate / evangelist and Golden Rule truth-seeker. The assumptions, strengths and weaknesses of each of these options are discussed. The third option blends the best aspects of the first two and offers the best hope for authentically living the Christian life in the public school setting.

The Uneven Rise of American Public Schools to 1850

2010 ◽  
Vol 70 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Sun Go ◽  
Peter Lindert
Keyword(s):  
United States ◽  
Public Schools ◽  
Rural Communities ◽  
Local Governments ◽  
Direct Costs ◽  
Crowding Out ◽  
The Third ◽  
The North ◽  
Northern United States ◽  
Private Support

Three factors help to explain why school enrollments in the Northern United States were higher than those in the South and in most of Europe by 1850. One was affordability: the northern schools had lower direct costs relative to income. The second was the greater autonomy of local governments. The third was the greater diffusion of voting power among the citizenry in much of the North, especially in rural communities. The distribution of local political voice appears to be a robust predictor of tax support and enrollments, both within and between regions. Extra local voice raised tax support without crowding out private support for education.

scholarly journals From Interpsychological to Intrapsychological: Developing Students’ Agency

2021 ◽  
Vol 17 (3) ◽  
pp. 69-76
Author(s):  
J. Meireles ◽  
R.S.L. Guzzo
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Human Development ◽  
Social Exclusion ◽  
Latin American ◽  
Primary School Students ◽  
Critical Perspective ◽  
School Students ◽  
The Third ◽  
The Face

This paper starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical Psychology and German Critical Psychology are articulated to substantiate the importance of building participatory spaces for human development. The authors were inserted in a public school from the year 2015 to the year 2017, holding class assemblies with primary school students. The content discussed in these meetings was re¬corded in field diaries, from which three narratives were selected for analysis. The first narrative deals with a discussion of physical education activities; the second presents a student sharing his suffering in the face of bullying as he cries in class; the third reports a discussion about the theft of a pencil. It is concluded that guided by critical perspective, psychology can contribute to the strengthening of subjects, collaborating to the expansion of their agency.

scholarly journals The level of scientific literacy and its relation with a making decision Field study of the third secondary scientific students in the secretariat، Sana'a: مستوى الثقافة العلمية وعلاقتها باتخاذ القرار لدى طلبة الصف الثالث الثانوي علمي في أمانة العاصمة صنعاء

2020 ◽  
Vol 4 (26) ◽  
Author(s):  
Hazza Abdu Al-Homaidi, Abdu Mohammed Al-Dagashi
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Science Teachers ◽  
Private Schools ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Male Students ◽  
Public And Private ◽  
The Public ◽  
The Third

The study aimed to recognize the level of scientific literacy and its relation with making decisions of the third secondary scientific students in the secretariat (Sana'a). -The study used the descriptive statistics methodology that is regarded as a good methodology to this study. The study came up with the following conclusion: • A low – level of the scientific literacy of the study sample on the scientific literacy in general as well as its subsidiary axis than the extreme that the study pointed which is (80%). • There were statically differences at the level (0.05)in the favorite of male students in general exam،and there are no statically differences in the scientific knowledge. • Three were statically differences at the level (0.05) in the favorite of male students in the public schools. However، there were no statically differences in (science nature –scientific knowledge –STS) • No statically differences at the level (0.05) in the average marks of the private schools students in general exam and its subsidiary axis. • No statically differences were found at the level (0.05) between the averages of students' marks in general and (science nature، scientific knowledge) of both the public and private schools، but there were in the (STS) the favorite of private schools. • There were a positive relation (R=0.40) at the level (0.01) between the level of decision making and the scientific literacy together with (science nature، scientific knowledge، STS) R= (0.37-0.39-0.31) respectively. Recommendations: The decision making and level of scientific literacy should be raised among the third secondary science students، and it is necessary to give a list of scientific literacy، to have training sessions to science teachers، in order to renew their information، increase their scientific literacy and their decision making.

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