Now & Then: Mapping Out a Career Path: From Sargon to Satellites

1995 ◽  
Vol 1 (7) ◽  
pp. 564-571
Author(s):  
Sue Barnes ◽  
Karen Dee Michalowicz
Keyword(s):  
High School ◽  
Spherical Surface ◽  
Career Path ◽  
Chemical Engineer ◽  
Two Dimensional ◽  
World War ◽  
Map Projection ◽  
Greeting Cards ◽  
Scientists And Engineers ◽  
And Algebra

Now… John Snyder has always loved maps, beginning with his elementary school days in Indianapolis. Everyone who knew John identified him with the maps he loved. Oftentimes the greeting cards he received carried a map motif. When John reached high school, his interest in maps was further developed as he studied trigonometry, calculus, and algebra and could apply the concepts developed in those courses to map projection, the science of transforming the earth's spherical surface to a flat, two-dimensional piece of paper. After high school, John's avid interest in chemistry, coupled with World War II's push for more scientists and engineers, helped him choose a career path as a chemical engineer.

scholarly journals Inspiring A Diverse Population Of High School Students To Choose Engineering As A Career Path

2020 ◽  
Author(s):  
Katherine Chen ◽  
Daniel Belter ◽  
Teana Fredeen ◽  
Heather Smith ◽  
Shirley Magnusson
Keyword(s):  
High School ◽  
High School Students ◽  
Career Path ◽  
Diverse Population ◽  
School Students

scholarly journals Advocacy of an Exit Test for History/Social Studies in New Jersey

2019 ◽  
Vol 5 (1) ◽  
pp. 303
Author(s):  
William Gorman
Keyword(s):  
High School ◽  
New Jersey ◽  
Social Studies ◽  
Language Arts ◽  
The State ◽  
Graduation Requirements ◽  
High Stakes ◽  
And Algebra ◽  
Civic Duties ◽  
High School Diplomas

As states like New Jersey navigate the issue of graduation requirements, most states have gone to what is called “high stakes” exit testing for the purpose of awarding high school diplomas. These tests typically emerge to be Mathematics and Language Arts/Reading based. In states like New Jersey, though, these exit tests have given way to subject based tests in things such as Biology and Algebra. Social Studies is not tested, but should be, if the state claims to care about producing well-rounded students prepared to fulfill their civic duties as voting adults. William Gorman, an educator with 30 years’ experience, lobbies for such testing in this editorial.

Wavefronts, light rays and caustic associated with the refraction of a plane wavefront by a conospherical lens

2021 ◽  
Author(s):  
José Israel Galindo-Rodríguez ◽  
Gilberto Silva-Ortigoza
Keyword(s):  
Optical Axis ◽  
Spherical Surface ◽  
Bessel Beam ◽  
Optical Element ◽  
The Other ◽  
Two Dimensional ◽  
Light Rays ◽  
Plane Wavefront ◽  
The Relationship ◽  
Dimensional Surface

Abstract The aim of the present work is to introduce a lens whose faces are a conical surface and a spherical surface. We illuminate this lens by a plane wavefront and its associated refracted wavefronts, light rays and caustic are computed. We find that the caustic region has two branches and can be virtual, real or one part virtual and the other real, depending on the values of the parameters characterizing the lens. Furthermore, we present a particular example where one of the branches of the caustic region is constituted by two segments of a line, one part is real and the other one virtual. The second branch is a two-dimensional surface with a singularity of the cusp ridge type such that its Gaussian curvature is different from zero. It is important to remark that for this example, the two branches of the caustic are disconnected. Because of this property and the result obtained by Berry and Balazs on the relationship between the acceleration of an Airy beam and the curvature of its corresponding caustic, we believe that using this optical element one could generate a scalar optical accelerating beam in the region where the caustic is a two-dimensional surface of revolution, and at the same time a scalar optical beam with similar properties to the Bessel beam of zero order in the region were the real caustic is a segment of a line along the optical axis.

‘Bais Yaakov, Let Us Walk in the Light of the Lord’

2019 ◽  
pp. 205-224
Author(s):  
Naomi Seidman
Keyword(s):  
High School ◽  
North America ◽  
Interwar Period ◽  
Second World War ◽  
Rapid Rate ◽  
World War ◽  
The Holocaust ◽  
The World ◽  
To Come ◽  
Second World

This chapter details the phenomenology of the Bais Yaakov movement during the Holocaust and after. The experiment that was Bais Yaakov was still expanding at a rapid rate and had hardly had a chance to come into its own when it fell victim to the destruction of European Jewry. Despite the disbanding of Bais Yaakov schools with the outbreak of the Second World War, numerous memoirs and histories of the movement attest to its continued clandestine activity during the war years. The networks forged in the interwar movement aided in the rapid re-emergence of Bais Yaakov schools and Bnos groups in the immediate aftermath of the war. Bais Yaakov established itself more permanently after the Holocaust in the centres of Orthodox life throughout the world, particularly in North America and Israel. Bais Yaakov schools had already been founded in both countries during the interwar period, and the Beth Jacob High School established in 1938 by Sarah Schenirer's student Vichna Kaplan operated under the authority of the Central Office in Europe.

Intermezzo

2014 ◽  
Author(s):  
Subrata Dasgupta
Keyword(s):  
High School ◽  
World War Ii ◽  
A Priori ◽  
World War ◽  
Structure Of Scientific Revolutions ◽  
Scientific Context ◽  
Computational Paradigm ◽  
Doctoral Work ◽  
Mature Science ◽  
Dominant Paradigm

By the end of World War II, independent of one another (and sometimes in mutual ignorance), a small assortment of highly creative minds—mathematicians, engineers, physicists, astronomers, and even an actuary, some working in solitary mode, some in twos or threes, others in small teams, some backed by corporations, others by governments, many driven by the imperative of war—had developed a shadowy shape of what the elusive Holy Grail of automatic computing might look like. They may not have been able to define a priori the nature of this entity, but they were beginning to grasp how they might recognize it when they saw it. Which brings us to the nature of a computational paradigm. Ever since the historian and philosopher of science Thomas Kuhn (1922–1996) published The Structure of Scientific Revolutions (1962), we have all become ultraconscious of the concept and significance of the paradigm, not just in the scientific context (with which Kuhn was concerned), but in all intellectual and cultural discourse. A paradigm is a complex network of theories, models, procedures and practices, exemplars, and philosophical assumptions and values that establishes a framework within which scientists in a given field identify and solve problems. A paradigm, in effect, defines a community of scientists; it determines their shared working culture as scientists in a branch of science and a shared mentality. A hallmark of a mature science, according to Kuhn, is the emergence of a dominant paradigm to which a majority of scientists in that field of science adhere and broadly, although not necessarily in detail, agree on. In particular, they agree on the fundamental philosophical assumptions and values that oversee the science in question; its methods of experimental and analytical inquiry; and its major theories, laws, and principles. A scientist “grows up” inside a paradigm, beginning from his earliest formal training in a science in high school, through undergraduate and graduate schools, through doctoral work into postdoctoral days. Scientists nurtured within and by a paradigm more or less speak the same language, understand the same terms, and read the same texts (which codify the paradigm).

Education, Medical Studies, Medical Practice

2018 ◽  
pp. 19-42
Author(s):  
Olivier Walusinski
Keyword(s):  
High School ◽  
Medical Education ◽  
Medical Practice ◽  
Sigmund Freud ◽  
Career Path ◽  
School Education ◽  
High School Education ◽  
Medical Studies ◽  
Education Medical

After his classical high school education in Chatellerault, Gilles de la Tourette moved to Poitiers for his medical studies, which he then pursued in Paris. This chapter covers his student days and his career path within the hospital and university hierarchies and brings additional interesting information on the system of university examinations and French medical education. The author also discusses Gilles de la Tourette’s relationships with other notables of the time, for example, with Jules Claretie and Sigmund Freud, and his opinions regarding the legal affairs that marked his time. Unpublished archives are used to explore Georges Gilles de la Tourette’s numerous literary and medical activities.

Robert Allan Smith, 14 May 1909 - 16 May 1980

1982 ◽  
Vol 28 ◽  
pp. 479-504
Keyword(s):  
Higher Education ◽  
High School ◽  
Public School ◽  
World War I ◽  
World War ◽  
Secondary Schooling ◽  
Strong Bond ◽  
Village School ◽  
Infant School ◽  
The Family

Robert Allan Smith, always known as Robin to his close associates, was born on 14 May 1909 in Kelso, Roxburghshire. Professionally, during Robin’s time first names were rarely used except between close friends. Surnames were in common usage except for Smiths, Joneses, etc., who had to be distinguished. Hence, he was often called ‘R.A.’. The combination of charm and determination, characteristic of a Borderer, was always present with Robin. He was the elder brother to (William) Allan, in the family of two, born to George J. T. Smith, tailor, a native of Kelso, and his wife, Elisabeth( née Allan), a ladies’ dressmaker and native of Eccles village, Kelso. The family ancestry was mainly in farming and business. His childhood was spent in the country in and around Kelso together with his primary and secondary schooling. On the outbreak of World War I, his father, who was a member of the Territorial Army, was called up, and his mother, Robin and Allan moved to Heeton Village near Kelso to stay with relations. A strong bond was formed between Robin and his uncle and aunts which endured throughout their life. Robin’s first school was therefore Heeton Village School where he spent a year before the family returned to Kelso. There after schooling continued at Kelso Infant School, Kelso Public School, and a Bursary to Kelso High School gave him the opportunity to go forward to higher education.

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