Joyce’s Work at the Central Model School

This research aimed to assess teachers' stress factors and coping mechanisms in central elementary schools for the school year 2023-2024. Findings revealed moderate stress among teachers in central schools in terms of the following indicator variables of pupils' behavior, teachers’ workload, time resources, interpersonal relationships, recognition, and well-being was moderate, which means that the teachers sometimes manifested the level of stress. The Pearson Product-Moment Correlation Coefficient indicated a significant relationship between teachers’ stress levels and their adaptive coping strategies. Most teachers are females, aged 36 to 45 years old, married, with a Teacher III designation, and handle many pupils in the classroom. The stress level among teachers in central schools regarding pupils’ behavior and teachers’ workload is high. Still, it is moderated regarding time resources, interpersonal relationships, recognition, and well-being. Central school teachers utilized coping strategies to cope with the stresses they encountered. It was recommended that the school heads in the Digos City Division provide technical assistance on enhancing stress resiliency in every teaching-learning process as they relate to the manifestations of the new strategies and pedagogical techniques of teaching. The central school teachers may teach co-teachers how to implement the pedagogical method in the workplace while reducing stress and developing adaptive coping strategies. Individual schools may continue to prioritize the mental health of every teacher. In addition, stress information advocacy workshops may be included in the priority improvement areas as they are included in the School Improvement Plan.

The purpose of this research is to examine the suitability of the education given in the primary schools in the city center of Tokat in the 2018-2019 academic year, by looking at the development of primary schools from the Ottoman period to the present, for the development of children at the preschool education level (5-6 years old). Scanning model was used in the research. The study group of the research consists of parents who sent students to primary schools in the central district of Tokat province in the 2018-2019 academic year. The data of the research were collected by the researcher through the interview form developed in accordance with the aims of the research. Content analysis was used to analyze the data obtained from the interviews in the research. As a result of the analysis of the data obtained from the research, it is seen that parents prefer primary schools because they want their children to receive religious education at an early age. In addition, it has been revealed that the primary school is perceived only as an "alternative Qur'an course to kindergartens" due to the fact that the parents do not have experience of a primary school or a similar institution in their own lives and the closed structure of primary schools. It is possible that the choice of a parent who wants their child to receive religious education at an early age, to send their child to the primary school will have consequences that may cause both pedagogical and psychological problems. The effects of these schools on children should be determined in all aspects and these results should be shared with the public.

Journal of Intellectual Disability ResearchVolume 11, Issue 3 p. 153-168 SOME BIOCHEMICAL CONSEQUENCES OF FEEDING EXCESSES OF PHENYLALANINE TO RATS* G. RENDINA, G. RENDINA The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, Wisconsin Chemistry Department, Bowling Green State University, Bowling Green Ohio.Search for more papers by this authorM. F. RYAN, M. F. RYAN The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this authorJOHANNA DE LONG, JOHANNA DE LONG The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this authorJ. M. TUTTLE, J. M. TUTTLE The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this authorC. E. GILES, C. E. GILES The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this author G. RENDINA, G. RENDINA The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, Wisconsin Chemistry Department, Bowling Green State University, Bowling Green Ohio.Search for more papers by this authorM. F. RYAN, M. F. RYAN The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this authorJOHANNA DE LONG, JOHANNA DE LONG The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this authorJ. M. TUTTLE, J. M. TUTTLE The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this authorC. E. GILES, C. E. GILES The Research Department, Biochemistry Division, Vineland Training School, Vineland, New Jersey and the Research Department, Central Wisconsin Colony and Training School, Madison, WisconsinSearch for more papers by this author First published: September 1967 https://doi.org/10.1111/j.1365-2788.1967.tb00217.xCitations: 1 * Supported by NIH-NB-04484. A preliminary account of this work was given (Rendina 1966). Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume11, Issue3September 1967Pages 153-168 RelatedInformation

This quantitative correlational study investigated the factors influencing reading readiness among Grade One pupils in central schools within the Guiuan Districts of Eastern Samar during the 2023-2024 school year. The research aimed to explore the relationships among nutritional status, family involvement, classroom environment, and reading readiness in three central elementary schools: Guiuan East, Guiuan South, and Guiuan North, involving a total of 90 pupils. Data were collected using a questionnaire divided into four parts: nutritional status, family involvement in the classroom environment and reading readiness measured by the Comprehensive Rapid Literacy Assessment (CRLA) for End-of-School Year. Descriptive statistics and correlational analysis were utilized for data interpretation. Results indicated that the majority of Grade One pupils (87.8%) had a normal nutritional status, a high level of family involvement mean of 4.52, and a favourable classroom environment mean of 4.26. Furthermore, 92.2% of pupils met expectations for reading readiness based on the CRLA assessment. However, the study found no significant relationships among nutritional status, family involvement, classroom environment, and reading readiness. Recommendations include regular nutritional assessments, incorporating nutrition education into the curriculum, enhancing communication between teachers and parents, assessing school climate, implementing early literacy intervention programs, and conducting more extensive research on reading readiness determinants.

Journal of Intellectual Disability ResearchVolume 16, Issue 1-2 p. 90-96 THE INCIDENCE OF CYTOMEGALOVIRUS AMONG MENTALLY RETARDED AND MICROCEPHALIC CHILDREN IN A STATE INSTITUTION S. K. SINHA, S. K. SINHA Central Wisconsin Colony and Training School, Madison, Wisconsin 53704, U.S.A.Search for more papers by this authorE. KAVEGGIA, E. KAVEGGIA Central Wisconsin Colony and Training School, Madison, Wisconsin 53704, U.S.A.Search for more papers by this authorM. C. GORDON, M. C. GORDON Central Wisconsin Colony and Training School, Madison, Wisconsin 53704, U.S.A.Search for more papers by this author S. K. SINHA, S. K. SINHA Central Wisconsin Colony and Training School, Madison, Wisconsin 53704, U.S.A.Search for more papers by this authorE. KAVEGGIA, E. KAVEGGIA Central Wisconsin Colony and Training School, Madison, Wisconsin 53704, U.S.A.Search for more papers by this authorM. C. GORDON, M. C. GORDON Central Wisconsin Colony and Training School, Madison, Wisconsin 53704, U.S.A.Search for more papers by this author First published: March 1972 https://doi.org/10.1111/j.1365-2788.1972.tb01579.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume16, Issue1-2March 1972Pages 90-96 RelatedInformation

Background/Context The contemporary small-school movement traces its roots to the alternative schools of the 1960s and the development of small urban schools in the 1980s. However, the small-school movement has its roots in the progressive movement of the early twentieth century. Although there is a significant amount of research on the early progressive schools and the alternative and small-school movements of the 1960s and 1980s, there is no research that connects these movements historically, nor that compares some of their most important schools. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to examine the historical roots of the small-school movement through the use of two progressive independent schools founded in the early part of the twentieth century, the Dalton School and the City and Country School, and relate them to one of the models of the contemporary small-school movement, Central Park East Secondary School in New York City, founded in the 1980s and reorganized in 2004. Within this context, we will examine the relationship between the current small-school movement and earlier progressive reforms, and examine briefly the history of Central Park East, which implemented many of the practices of the earlier progressive schools. Finally, using the histories of all three schools, we discuss lessons from the history of progressive schools with respect to curriculum and pedagogy for low-income students, leadership, and sustainability. Research Design Using historical analysis, ethnographic fieldwork, and interviews, this study examines the history of the three schools and provides a comparative historical analysis of the relationship between the early progressive schools and the small-school movement. Findings/Results Our findings suggest that the small-school movement initiated at schools such as Central Park East in the 1980s mirrored many of the practices of early-twentieth-century progressive schools such as the Dalton School and the City and Country School, albeit with more diverse student populations and a more explicit commitment to social justice. The histories of the Dalton School, the City and Country School, and Central Park East Secondary School indicate that there are important lessons to be learned from the history of education with respect to curriculum and pedagogy, leadership, and sustainability. Finally, the success of Central Park East under Deborah Meier suggests that progressive education can work with low-income students. Conclusions/Recommendations Our research suggests that many contemporary progressive educational reforms, especially many in the small-school movement, have their origins in the early child-centered schools, and that progressive education is sometimes made more difficult by No Child Left Behind and other standards-based reforms, particularly in the public sector. Nonetheless, we are not convinced that schools such as the old Central Park East Secondary School cannot succeed. Researchers need to examine schools such as Urban Academy and the newly created schools founded by New Visions for Public Schools to see if this is the case. Administrators and teachers at these schools should study the history of contemporary small schools like Central Park East Secondary School, as well as the histories of the early progressive schools such as Dalton and City and Country, for lessons for successful small-school reform.

Reviews in Medical VirologyVolume 6, Issue 1 p. 13-16 Forum The CD4 Loss in AIDS Patients is not Immunopathologically Mediated J. T. Safrit, J. T. Safrit The Aaron Diamond AIDS Research Center and New York University School of Medicine, New York, USASearch for more papers by this authorR. A. Koup, R. A. Koup The Aaron Diamond AIDS Research Center and New York University School of Medicine, New York, USASearch for more papers by this author J. T. Safrit, J. T. Safrit The Aaron Diamond AIDS Research Center and New York University School of Medicine, New York, USASearch for more papers by this authorR. A. Koup, R. A. Koup The Aaron Diamond AIDS Research Center and New York University School of Medicine, New York, USASearch for more papers by this author First published: March 1996 https://doi.org/10.1002/(SICI)1099-1654(199603)6:1<13::AID-RMV161>3.0.CO;2-CCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume6, Issue1March 1996Pages 13-16 RelatedInformation

Plasma Soluble Dipeptidyl Peptidase-4: A Possible Mechanism for Identifying and Managing Poststroke Cognitive Impairment.

This chapter provides an incisive look at the forms of language learning assessment practices and how transnationalism is given texture among senior high schools in Central Philippines. Transnationalism is the crossing of cultural, linguistic, geopolitical, or regional borders and boundaries. Utilizing surveys, individual interviews, and a focus group interview as well as documentary analysis and synthesis, it examines the following research questions: (1) how does transnationalism occur in English language teaching (ELT) assessment practices in Central Philippine senior high schools? (2) How was transnationalism in relation to ELT assessment practices in Central Philippine senior high schools, even before the pandemic, understood and contested among different actors? (3) What suggestions do these actors have to improve language learning assessment in Central Philippine senior high schools? The results show that transnationalism in assessment practices in Central Philippines in the teaching of English across senior high schools is yet in its fetal stage.

This study aims to investigation of variables of physical activity, obesity and leisure time levels of bussed and central secondary school students. The study employs a quantitative research model. The study group consists of a total of 1474 students from 18 secondary schools, nine central secondary schools and nine bussed secondary schools affiliated to Sanliurfa city. Out of bussed secondary school students, 397 were males and 525 were females, and out of central secondary school participants 411 were males and 341 were males. Baecke Habitual Physical Activity Questionnaire (BHPAQ) was used in the study. For data analysis, frequency distributions with means, Chi square test, Kolmogorov-Smirnow and Shapiro-Wilk analyzes, Spearman correlation analysis, and Mann Whitney U test for differences between groups were conducted. As a result of the research, it has been found out that the male students from central secondary schools have less free time and participate in more physical activities than male students from bussed secondary school in terms of school and sports variables. It has also been found that central secondary school female students participate in sports activities more frequently than those at bussed secondary schools. A statistically significant difference has been determined between variables of physical activity, obesity and leisure time at the level of .05. The findings obtained from the study have been discussed within the scope of the related literature.

Seminars in DialysisVolume 11, Issue 4 p. 242-248 Basic Science and Dialysis: Response of the Peritoneal Membrane to Injury Janice A. Nagy, Corresponding Author Janice A. Nagy Departments of Pathology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MassachusettsAddress correspondence to: Janice A. Nagy, PhD, Department of Pathology, Beth Israel Deaconess Medical Center, Research North Building, 99 Brookline Avenue, Boston, MA 02215. E-mail: jnagy@bidmc.harvard.edu.Search for more papers by this authorRobert W. Jackman, Robert W. Jackman Departments of Pathology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MassachusettsSearch for more papers by this author Janice A. Nagy, Corresponding Author Janice A. Nagy Departments of Pathology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MassachusettsAddress correspondence to: Janice A. Nagy, PhD, Department of Pathology, Beth Israel Deaconess Medical Center, Research North Building, 99 Brookline Avenue, Boston, MA 02215. E-mail: jnagy@bidmc.harvard.edu.Search for more papers by this authorRobert W. Jackman, Robert W. Jackman Departments of Pathology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MassachusettsSearch for more papers by this author First published: 01 October 2007 https://doi.org/10.1111/j.1525-139X.1998.tb00355.xCitations: 6AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume11, Issue4July 1998Pages 242-248 RelatedInformation

Journal of School HealthVolume 32, Issue 1 p. 13-13 PRE-SCHOOL DENTAL HEALTH ROUNDUP T. G. White, T. G. White Dental Hygiene Teacher, Corfu-East-Pembroke Central Schools, New YorkSearch for more papers by this author T. G. White, T. G. White Dental Hygiene Teacher, Corfu-East-Pembroke Central Schools, New YorkSearch for more papers by this author First published: January 1962 https://doi.org/10.1111/j.1746-1561.1962.tb04227.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume32, Issue1January 1962Pages 13-13 RelatedInformation

ABSTRACTObjective:To evaluate the sociodemographic and lifestyle factors associated with abdominal obesity in children from public schools in Barbacena, state of Minas Gerais, Brazil.Methods:This is a cross-sectional study conducted on 326 students aged 7 to 9 years from public schools in the urban area of the city. Anthropometric data included body weight, height, body mass index according to age, waist circumference, and waist-to-height ratio. Food consumption was evaluated using the Previous Day Food Questionnaire. Abdominal obesity was assessed based on waist circumference and waist-to-height ratio. The bivariate and multivariate analyses were performed by logistic regression, estimating the crude and adjusted odds ratio (OR), with 95% confidence interval.Results:The prevalence of overweight was 30.7%; whereas the prevalence of abdominal obesity was 9.2 and 12.6% according to waist circumference and waist-to-height ratio, respectively. Boys (OR 2.76; 95%CI 1.22–6.25) and children from central schools (OR 2.73; 95%CI 1.08–6.80) presented an increased chance of abdominal obesity according to waist circumference. Abdominal obesity according to waist-to-height ratio was associated with the central location of the schools (OR 2.18; 95%CI 1.02–4.63) and the habit of skipping supper (OR 2.01; 95%CI 1.00–4.09).Conclusions:The findings showed that being a boy, studying in a central school, and skipping supper were the main risk factors associated with abdominal obesity.

Use of a promoterless Renilla luciferase vector as an internal control plasmid for transient co-transfection assays of Ras-mediated transcription activation.

ON SEPTEMBER 4, 1957, ARKANSAS GOVERNOR ORVAL E. FAUBUS placed Arkansas National Guard troops around Central High School in Little Rock in order to prevent the entry of African American students to the all-white school. At that moment Little Rock became a national and international symbol of violent resistance to federal authority and to racial change. The governor's decision initiated a round of legal and political maneuvering that ended with a federal court decision enjoining Faubus, the Arkansas National Guard, and specific others from interfering further with the admission of black students to Central High School. After Faubus removed the state troops, Little Rock police attempted unsuccessfully to maintain order when the African American students entered the school on September 23. Confronted by a menacing segregationist mob that the officers did not believe they could control, local police removed the black students at midday. In order to enforce federal authority, President Dwight D. Eisenhower federalized the Arkansas National Guard and sent the 101st Airborne Division of the U.S. Army to Little Rock. With the assistance of the troops, the nine African American students entered again on September 25, eight of them for the duration of the academic year. (1) When Ernest Green in May 1958 became the first black student to receive a diploma from Central High School, the crisis remained unresolved. Discipline in the school had deteriorated badly as a group of white students tried to use harassment and intimidation to drive the African American students from Central High. School officials confronted frequent bomb threats and spent inordinate amounts of time dealing with the disciplinary and political problems that arose in the wake of massive resistance. In the fall of 1958 Little Rock's public high schools were closed following a referendum in which the city's citizens refused to vote for integration in order to keep their schools open. The future of public education was clearly at risk. (2) In addition, the national notoriety that resulted from Little Rock's turmoil threatened its nascent economic development program. Since World War II the business leaders of Little Rock, in alliance with the state government, had worked to attract new businesses and jobs from outside the South. The national business elite was unwilling to invest in a community experiencing the social instability, violence, and threats to the public schools that accompanied massive resistance. By endangering Little Rock's economic and educational base, the crisis had placed the future of the city's middle class in jeopardy. (3) The unsettling events also placed local leaders in a dilemma. As in other American cities, effective political power in Little Rock rested with a small number of businessmen who took for granted their right to decide the city's fate. This group of business leaders generally tried to exercise power from behind the scenes, thus distancing itself from public visibility and accountability as a political actor. In this way businessmen could deny the connections between their economic and political roles and minimize the risks to their businesses that public activism entailed. These men were socially conservative and sought to avoid public association with controversial issues. Not surprisingly, the school desegregation crisis made it virtually impossible for them to act effectively while remaining behind the scenes. (4) The business leaders in Little Rock were divided over the importance of segregation and over how to safeguard their economic and political interests; their uncertainty left them virtually paralyzed during the first two years of the crisis. Most supported segregation but were unhappy about the high cost of retaining it. When violence erupted in 1957, they were willing to condemn it but were not willing to engage in public discussion of the issue that had occasioned the unrest. Unable to act, they faced various challenges to their local monopoly on power, ranging from segregationists in the Capital Citizens' Council and the Mothers' League of Central High to the middle-class white women who organized the moderate Women's Emergency Committee to Open Our Schools (WEC) in September 1958. …