The amended school laws of Oregon, including amendments made by the seventeenth Legislative Assembly, together with the rules and regulations of the State Board of Education, blank forms for the use of school officers, the constitution of the state of Oregon, etc.

At head of title: Published by authority.

Schoolday dialogues; a collection of original dialogues, tableaux, etc., designed for school exhibitions, lyceums, literary societies, parlor entertainments, etc.,

Mode of access: Internet.

A classical French reader; selected from the best writers of that language in prose and poetry; preceded by an introduction, designed to facilitate the study of the rudiments of the French. And attended with notes, explanatory of idioms, etc. throughout the work. Compiled for the use of the round hill school,

[1. Containing pieces in prose.--2. Containing pieces in poetry.]

The Right-Aim School Testament, comprising the New Testament, etc. and an Annexment of the Preliminary Brief of the Right-Aim School, the Declaration of Freedebtism, and the Free-Debt-Rules

Mode of access: Internet.

Six selections from Irving's sketch-book, with notes, questions, etc., for home and school use,

Mode of access: Internet.

Reporting the school trip. 'Informando de la excursión escolar'.

Las Unidades de Evaluación se presentan como alternativa a las pruebas de rendimiento o exámenes. Una Unidad de Evaluación tiene tres partes esenciales: el escenario, las tareas y los inventarios de corrección. El 'escenario' es el estímulo, la situación significativa del contexto que se utiliza para movilizar los conocimientos; se utiliza un formato verbal (texto escrito) y otro no verbal (imágenes, tablas, gráficos, cuadros, etc.) que se extraen de cualquier fuente documental. Las 'tareas' permiten conocer, mediante la movilización de los conocimientos, cuál es la competencia alcanzada en el uso de procesos cognitivos, afectivos, sociales y funcionales, y el nivel de logro de los aprendizajes. Para que la información contenida sea completa (saber, hacer y querer) la Unidad de Evaluación debe incluir tareas que valoren aprendizajes receptivos, productivos y valorativos. El proceso de evaluación concluye con la corrección de tareas, realizada por el propio alumno o por el profesorado. Con carácter general, las tareas utilizadas en las Unidades de Evaluación se definen con diferentes formatos de respuesta y criterios de corrección. Esta Unidad de Evaluación se presenta como un modelo de evaluación competencial, en ningún caso pretende ser algo más que una ejemplificación que estimule la creación de materiales para la evaluación de las competencias básicas de los propios docentes. Elaborada por la Oficina de Evaluación de la Junta de Comunidades de Castilla-La Mancha para su aplicación en la primera fase de la Evaluación de Diagnóstico de segundo curso de ESO (2009)

Extra activities for the English class in the first cycle of Primary School. 'Actividades extra para la clase de inglés del primer ciclo de Educación Primaria'.

Resumen basado en el de los autores. Trabajo al que se le concedió una ayuda para la creación de materiales curriculares interactivos en el año 2003

Young bilingual children in nursery school.

Presenta las conclusiones de un estudio etnolingüístico llevado a cabo en el noreste de Inglaterra sobre el comportamiento lingüístico de niños de tres años de edad durante el primer año en el jardín de infancia. Se trata de niños británicos, pero de familias de inmigrantes de tercera generación, que hablan otros idiomas, además del inglés, en sus hogares y comunidades. Tanto los métodos de investigación como las conclusiones se pueden extrapolar a niños de otras sociedades donde el inglés es el idioma oficial en la enseñanza. Resulta de interés para padres, maestros y otras personas interesadas en las vidas de los niños pequeños.

Alex E. Davis, Graduate of the New York Trade School

Alexander Davis, Jr., a graduate of the Carpentry program of the New York Trade School in 1955 is shown working. Original caption reads, "Carpenter Contractor, Alex E. Davis Builder, Easton, Pa. Alexander Davis, Jr. - Carpentry 1955. The remodeling of old and building of new houses etc., offers many opportunities for success. Mr. Davis is shown hanging a new door on a building." Black and white photograph with caption glued to reverse.

The Integration of Formal and Non-formal Education: The Dutch “brede school”

The Dutch “brede school” (BS) development originates in the 1990s and has spread unevenly since: quicker in the primary than secondary educational sector. In 2007, there were about 1000 primary and 350 secondary BS schools and it is the intention of the government as well as the individual municipalities to extend that number and make the BS the dominant school form of the near future. In the primary sector, a BS cooperates with crèche and preschool facilities, besides possible other neighborhood partners. The main targets are, first, to enhance educational opportunities, particularly for children with little (western-) cultural capital, and secondly to increase women’s labor market participation by providing extra familial care for babies and small children. All primary schools are now obliged to provide such care. In the secondary sector, a BS is less neighborhood-orientated than a primary BS because those schools are bigger and more often located in different buildings. As in the primary sector, there are broad and more narrow BS, the first profile cooperating with many non-formal and other partners and facilities and the second with few. On the whole, there is a wide variety of BS schools, with different profiles and objectives, dependent on the needs and wishes of the initiators and the neighborhood. A BS is always the result of initiatives of the respective school and its partners: parents, other neighborhood associations, municipality etc. BS schools are not enforced by the government although the general trend will be that existing school organizations transform into BS. The integration of formal and non-formal education and learning is more advanced in primary than secondary schools. In secondary education, vocational as well as general, there is a clear dominance of formal education; the non-formal curriculum serves mainly two lines and objectives: first, provide attractive leisure activities and second provide compensatory courses and support for under-achievers who are often students with migrant background. In both sectors, primary and secondary, it is the formal school organization with its professionals which determines the character of a BS; there is no full integration of formal and non-formal education resulting in one non-disruptive learning trajectory, nor is there the intention to go in that direction. Non-formal pedagogues are partly professionals, like youth- and social workers, partly volunteers, like parents, partly non-educational partners, like school-police, psycho-medical help or commercial leisure providers. Besides that, the BS is regarded by government educational and social policy as a potential partner and anchor for community development. It is too early to make reliable statements about the effects of the BS movement in the Netherlands concerning the educational opportunities for disadvantaged children and their families, especially those with migrant background, and combat further segregation. Evaluation studies made so far are moderately positive but also point to problems of overly bureaucratized structures and layers, lack of sufficient financial resources and, again, are uncertain about long-term effects.

Sleep quality and quantity and associated factors among high school students from south Texas

Background. Insufficient and poor quality sleep among adolescents affects not only the cognitive functioning, but overall health of the individual. Existing research suggests that adolescents from varying ethnic groups exhibit differing sleep patterns. However, little research focuses on sleep patterns and associated factors (i.e. tobacco use, mental health indicators) among Hispanic youth. ^ Methods. The study population (n=2,536) included students in grades 9-12 who attended one of the three public high schools along the Texas-Mexico border in 2003. This was a cross sectional study using secondary data collected via a web-based, confidential, self-administered survey. Separate logistic regression models were estimated to identify factors associated with reduced (<9 hours/night) and poor quality sleep on average during weeknights. ^ Results. Of participants, 49.5% reported reduced sleep while 12.8% reported poor quality sleep. Factors significantly (p<0.05) associated with poor quality sleep were: often feeling stressed or anxious (OR=5.49), being born in Mexico (OR=0.65), using a computer/playing video games 15+ hours per week (OR=2.29), working (OR=1.37), being a current smoker (OR=2.16), and being a current alcohol user (OR=1.64). Factors significantly associated with reduced quantity of sleep were: often feeling stressed or anxious (OR=2.74), often having headaches/stomachaches (OR=1.77), being a current marijuana user (OR=1.70), being a current methamphetamine user (OR=4.92), and being a current alcohol user (OR=1.27). ^ Discussion. Previous research suggests that there are several factors that can influence sleep quality and quantity in adolescents. This paper discusses these factors (i.e. work, smoking, alcohol, etc.) found to be associated with poor sleep quality and reduced sleep quantity in the Hispanic adolescent population. A reduced quantity of sleep (81.20% of the participants) and a poor quality of sleep (12.80% of the participants) were also found in high school students from South Texas. ^

Mapping urban shrinkage in Europe. Training School Final Report. EU-COST Action TU0803

In the context of the European COST Action ‘Cities Regrowing Smaller’ (CIRES) a training was held in Dortmund, Germany from November 14th to 18th in 2011. The training school ‘Mapping Urban Shrinkage’ aimed to get young researchers and scholars from different European countries together to deal with questions of how to measure and illustrate shrinkage

Economic evaluation of school plans in a master city planning

A model is presented for simulation and economic evaluation of school plans within the framework of master city planning. The model has been applied to the plans for a Swedish city, Västeras, and some illustrative results are reported.

COST Action Urban Agriculture Europe Training School «Urban agriculture inside the city:alternatives for vacant lots and public space»

The third Training School of the Action took place in Vitoria-Gasteiz (Basque country, Spain) from 24th to 26th September 2014. Vitoria-Gateiz has experimented an important urban outgrowth in the last decade, mainly through the planning and development of two new neighborhoods, Zabalgana and Salburúa, situated at the eastern and western border of the city, by the Greenbelt. These new development are well-equipped and designed according to sustainability principles. Nevertheless, among the main problems they present is their over-dimensioned public space, which creates some areas lacking enough density and mix of uses. On the other hand it is very expensive for the municipality to maintain these public space with the high Vitorian urban standards for public space. The proposed solution for this problem is a strategy of "re-densification" through the insertion of new uses The debate has arisen about which are the most adequate uses to insert in order to get an increasing of urban vitality, specially considering that housing has reached its peak and that Vitoria-Gasteiz is well served with social and sport amenities. The main goal of the TS was to offer an opportunity for the reflection about how urban agriculture might be an optimal alternative for the re-qualifying of this over-dimensioned public space in the new neighbourhoods, especially considering it synergic potential as a tool for production, leisure and landscaping, including the possibility of energy crops within the limits of urban space. Continuity with rural and natural surrounding area through alternatives for urban fringe at the small scale is a relevant issue to be considered as well within the reflection. Taking Zabalgana neighbourhood as a practical field for experiment, the Training School is conceived as a practical and intensive design charrette to be held during a whole day after two days of local knowledge-deepening through field visits and presentations.

Public School, Zabalgana, Vitoria (2013)

MIRARIEN KUTXA. In collaboration with Alfonso González Gaisán and Francisco Blanco Velasco. Texto en inglés y español.