1967 The Eighty-Second Annual Meeting

PMLA ◽  
1967 ◽  
Vol 82 (6) ◽  
pp. 33-33
Author(s):  
Michael F. Shugrue ◽  
Thomas F. Crawley
Keyword(s):  
United States ◽  
Secondary School ◽  
Curriculum Study ◽  
The United States ◽  
Education Curriculum ◽  
Cooperative Research ◽  
Federal Support ◽  
Classroom Use ◽  
Cooperative Research Program ◽  
Opening Phase

By September 1967 the opening phase of federal support for English had been largely completed. Fourteen of the Curriculum Study Centers and five of the Demonstration Centers funded under the Cooperative Research Program had submitted their final reports to the Office of Education. Curriculum materials from the Centers at Carnegie, Georgia, Indiana, Hunter (Gateway English), Nebraska, Oregon, and Wisconsin are available for classroom use this fall. The Centers at Gallaudet College, Georgia, Illinois (ISCPET), Indiana, Ohio State, and Wisconsin, however, are continuing their work beyond September 1967. Moreover, nearly ten percent of the Secondary School English teachers in the United States have attended the NDEA Institutes in English authorized by the three-year extension of the NDEA (of 1958) in October 1964.

The Conclusion of the Initial Phase: The English Program of the Usoe

PMLA ◽  
1967 ◽  
Vol 82 (6) ◽  
pp. 15-32 ◽  
Author(s):  
Michael F. Shugrue ◽  
Thomas F. Crawley
Keyword(s):  
Secondary School ◽  
Initial Phase ◽  
Curriculum Study ◽  
The United States ◽  
Education Curriculum ◽  
Cooperative Research ◽  
English Program ◽  
Classroom Use ◽  
Cooperative Research Program ◽  
Opening Phase

By September 1967 the opening phase of federal support for English had been largely completed. Fourteen of the Curriculum Study Centers and five of the Demonstration Centers funded under the Cooperative Research Program had submitted their final reports to the Office of Education. Curriculum materials from the Centers at Carnegie, Georgia, Indiana, Hunter (Gateway English), Nebraska, Oregon, and Wisconsin are available for classroom use this fall. The Centers at Gallaudet College, Georgia, Illinois (ISCPET), Indiana, Ohio State, and Wisconsin, however, are continuing their work beyond September 1967. Moreover, nearly ten percent of the Secondary School English teachers in the United States have attended the NDEA Institutes in English authorized by the three-year extension of the NDEA (of 1958) in October 1964.

TCRP A-40 Manual to Improve Rail Transit Safety at Platform/Train Interfaces: Summary of Platform-Train Interface Incidents

2015 ◽  
Author(s):  
Dylan Anderson ◽  
Kate Hunter-Zaworski
Keyword(s):  
United States ◽  
Public Transportation ◽  
The United States ◽  
Mitigation Strategies ◽  
Rail Transit ◽  
Key Factors ◽  
Cooperative Research ◽  
Safety Studies ◽  
Transit Agencies ◽  
Cooperative Research Program

The overall goal of the project is to develop a manual for the Transit Cooperative Research Program (TCRP) that will allow practitioners to improve safety at rail public transportation platform/train and platform/guideway interfaces. Specific objectives include expanding upon previous safety studies and providing recommendations for mitigation strategies. Key factors that affect safety in relation to the platform-vehicle interface (PTI) have been identified through data collection. For the purpose of this study PTI refers to incidents related to the interface between the train and platform also known as gap incidents. Factors were analyzed to determine appropriate measures that would allow transit agencies to both prevent and minimize consequences of these incidents. This paper focuses primarily on platform vehicle interface incident data that were collected from four large transit operators in the United States.

scholarly journals GETTING CURSED OUT FOR SOCIAL JUSTICE: NOTES ON HANDLING VERBAL ASSAULTS WITH HUMANITY

2020 ◽  
Vol 4 (1) ◽  
pp. 11-22
Author(s):  
DARRICK SMITH
Keyword(s):  
United States ◽  
Social Justice ◽  
Secondary School ◽  
Counseling Psychology ◽  
School Discipline ◽  
The United States ◽  
Cultural Responsiveness ◽  
Verbal Abuse ◽  
High Expectations ◽  
Social Justice Educator

A national dialogue on school discipline has now reemerged in the United States as many educators struggle with how to maintain a balance of cultural responsiveness and high expectations when addressing student transgressions on their campuses. While the field of child development, counseling psychology, and communications pose theoretical responses to such dilemmas, this article aims specifically to address the procedural challenges of dealing with verbal abuse from students and adults. Through the lens of a social justice educator, the author offers practical, humanizing steps that are intended to help secondary school educators engage with students in a way that emphasizes boundaries, respect, and reflection for students and adults alike.

National Science Foundation

1978 ◽  
Vol 8 (2-3) ◽  
pp. 110-110
Keyword(s):  
United States ◽  
National Science Foundation ◽  
The United States ◽  
Educational Institutions ◽  
International Programs ◽  
Cooperative Research ◽  
Non Profit ◽  
Grant Support ◽  
Food And Nutrition ◽  
National Science

Within the National Science Foundation, the Division of International Programs administers the United States-Africa Cooperative Science Program. Three types of cooperative activities receive grant support under the program: cooperative research projects, scientific seminars or workshops, and scientific visits including travel to plan or confer about scientific activities. Priority is given to projects which focus on resources, food and nutrition, ecology, and engineering. Organizations which are eligible for grant funding include non-profit higher educational institutions, scientific institutes, scientific and technical institutes and similar organizations that are chartered to do business in the United States. A list of project grants for FY 1976 and FY 1977 was not obtained.

Sign in / Sign up

Export Citation Format

Share Document