Polytechnic High School Research Articles

Mental illness stigma and attitudes among university students: descriptive study

Introduction. Social stigma towards mental illnesses provokes discrimination and exclusion. It is important to detect this stigma for its evaluation to establish intervention strategies that respond to needs. Objective. This study has the objective of ascertaining levels of stigma among students from the University of Burgos (UBU) towards people with mental health problems at various university faculties and to analyze the right response in each case. Results. The study involved the administration of the Questionnaire on Community Attitudes towards Mental Illness (CAMI) to a sample of 268 students from 7 educational faculties (Sciences, Health Sciences, Economics, Law, Education, Huma- nities and the Higher Polytechnic School). The results showed that the stigma of university students was influenced by different sociodemographic variables (sex, age, studies and contact with people with mental illness). Conclusions. University students who participated in the study have elevated stigmatizing attitudes towards mental health pro- blems. Direct contact with people with mental health problems prompted less stigmatizing attitudes and, in general, men held the most discriminatory attitudes. Educational interventions must be designed for this population group to reduce stigma and so that stigmatizing attitudes are no longer obstacles to professional and social development.

Power optimization of a photovoltaic system with artificial intelligence algorithms over two seasons in tropical area

Power output from the PV module changes continuously with time depending upon the climatic condition. This changes are most important in tropical area like Senegal due to the variation of the seasons (dry and rainy). Furthermore, different types of maximum power point tracking (MPPT) algorithm are presented in literature in order to get maximum output from the PV system. They can be summarized in two categories: classical and intelligent methods. The classical methods in no uniform weather condition are not efficient and an important loss of energy is showed. However, faced to this problematics like energy loss and no uniform weather conditions an Adaptative methods is used to optimize the PVs energy. In this study, two intelligent controllers based on artificial neural networks (ANN) and Adaptive Neuro Fuzzy Inference System (ANFIS) are proposed to optimize the PVs production in non-uniform weather conditions and compared in order to show the most powerful model. For the ANN, the main challenge is to find the optimal neural in the hidden layer and in the paper, it is obtained using evaluator factor like mean squared error (MSE). These techniques using artificial intelligence (AI) algorithms are used for power optimization of a photovoltaic system are trained and validated with real data from a photovoltaic micro power plant in dry and rainy season installed at polytechnic high school of Dakar. The performances of the controllers to optimize the PVs power are evaluated during the dry and rainy seasons. Simulation results show that the ANFIS MPPT controller is more efficient and robust than ANN in non-uniform weather conditions. They have the ability of generalization and adaption to each meteorological conditions. These bullet summarize the applied methodology•A real electrical characteristics of photovoltaic panel are used for learning and validation of the controllers.•A comparative study of the methods in two different season is done.•ANFIS gives best performance in weather conditions compared to the ANN.

Blue Light Therapy and the Circadian Rhythm: Effect on Southern California High School Students

Blue-light therapy is well known for curing patients with Seasonal Affective Disorder (SAD), where the patient experiences depressive factors. In this study I used blue-light therapy in the form of blue-light lightboxes from the comapny Circadian Optics, as seen on shark tank. Instead of using the lightboxes to cure SAD, they were instead used to see if they provoked the participants sleep quality. The participants from Polytechnic highschool were selected from the Badminton Team, where the athletes woke up at five a.m. on school days. This ensured that the crowd was overall tired and fatigued. Over the four week testing course, participants proved positive results.

Women and the Making of the University of Alicante Campus: Critical Reappraisals of Modern Architecture (1982–1999)

A stroll around the University of Alicante campus is like a journey through the history of Spanish architecture of the last 40 years, as many of its buildings exemplify the best production of the period. This legacy also tells a story about the role played by female architects within the profession. In fact, a gender reading reveals that only two women, Pilar Vázquez Carrasco, the architect of the Faculty of Sciences (FS, 1982) and the Social Club I (1987), and Dolores Alonso Vera, responsible for the Higher Polytechnic School IV (HPS, 1999), have designed structures on the campus over almost four decades and out of a total of more than 50 buildings. The FS is an example of structural sincerity whose brick and concrete materials and externalisation of services provide Brutalist echoes. The HPS IV is a design exercise consisting of a series of elegant, inviting volumes and open spaces intertwined with the campus garden. This essay focuses on the comparative analysis of these two award-winning works to unveil those contributions that female authorship has brought to their solutions by relating them to comparable buildings in space, time and type, but designed by male architects.

Ensino Médio Politécnico: análises acerca de uma possibilidade contra-hegemônica de política educacional

Esse trabalho discute o Ensino Médio Politécnico (EMP) implantado na Rede Estadual de Ensino do Rio Grande do Sul (REE-RS), no período 2011-2014. Analisamos os pressupostos básicos, a intencionalidade e os principais resultados dessa política educacional. O materialismo histórico dialético é a base teórico-metodológica tomada como referência. Trata-se de uma pesquisa qualitativa tendo como fontes os documentos da Secretaria de Estado da Educação do Rio Grande do Sul e do Ministério da Educação. O material empírico foi cotejado com pesquisas realizadas em teses e dissertações selecionadas e que focaram a política em estudo. As análises revelam o conteúdo contra-hegemônico da política e demonstram processos e resultados que impactaram nos indicadores educacionais no período, bem como os primeiros retrocessos verificados nesse âmbito com a sua interrupção. Pode-se perceber que os sujeitos envolvidos viveram tensões e conflitos, protagonizaram avanços e recuos, mas os indicadores educacionais tiveram melhoras tendenciais com a implantação do EMP, reduzindo a exclusão pelo abandono e repetência. De igual forma, os resultados evidenciam a piora nos indicadores com a desmobilização desta política a partir de 2015. O artigo pode auxiliar pesquisas futuras que objetivem analisar mudanças no campo da formulação, implementação e avaliação de políticas educacionais.

Shaping Generations of Architects

Two early high school architecture programs—Polytechnic High School in Los Angeles as of 1904 and Kern County High School in Bakersfield as of 1910—trained a cadre of architects that would populate the architectural programs of prestigious universities and would ultimately shape the built environment of Southern California and beyond. The programs’ charismatic founders, both trained in the Beaux-Arts pedagogical tradition and styles, transitioned to practical vocational training and became proponents of modernism. Their programs took steps to diversify the architectural profession in terms of race/ethnicity and gender. The graduates of their programs introduced advances in building codes and designed significant architectural landmarks.

Avaliação emancipatória do ensino médio politécnico: experiências etnográficas na Educação Física

<p>Propõe-se, neste artigo, analisar experiências de avaliação da Educação Física escolar com a “avaliação emancipatória”, denominação utilizada durante a vigência da reforma curricular ocorrida na rede pública estadual de ensino do Rio Grande do Sul em 2012, e que vigorou até 2016. Trata-se de uma abordagem qualitativa e etnográfica, com utilização de entrevistas, observação participante e análise documental. A pesquisa empírica envolveu o acompanhamento de duas turmas de ensino médio politécnico, de duas diferentes escolas, nas aulas de Educação Física e nos conselhos de classe de um trimestre letivo de 2016. Por meio da triangulação, os dados foram analisados a partir das categorias regulação e emancipação. Distintas tensões e contradições ocorreram nas práticas avaliativas, e também ficou evidente a presença de elementos que as influenciaram no sentido da manutenção da regulação, e não da participação e da emancipação.</p><p> </p><p><strong>Evaluación emancipatoria de la educación media politécnica: experiencias etnográficas en la Educación Física</strong></p><p>El artículo se propone analizar experiencias de evaluación de la educación física escolar con la “evaluación emancipatoria”, denominación utilizada durante la vigencia de la reforma curricular ocurrida en la red pública estadual de enseñanza de Rio Grande do Sul en 2012 y que permaneció vigente hasta el año de 2016. Se trata de un enfoque cualitativo y etnográfico, con la utilización de entrevistas, observación participante y análisis documental. La investigación empírica involucró el seguimiento de dos clases de la educación media politécnica de dos distintas escuelas en las clases de Educación Física y en los Consejos de Clase de un trimestre lectivo de 2016. Por medio de la triangulación, los datos se analizaron a partir de las categorías de regulación y emancipación. Distintas tensiones y contradicciones ocurrieron en las prácticas evaluativas, así como quedó evidente la presencia de elementos que las influenciaron en el sentido del mantenimiento de la regulación y no de la participación y la emancipación.</p><p><strong>Palabras clave:</strong> Evaluación del Aprendizaje; Educación Media; Educación Física; Regulación.</p><p> </p><p><strong>Emancipatory evaluation of polytechnic high school: ethnographic experiences in Physical Education</strong></p><p>This paper proposes to analyze experiences of evaluating physical education in schools using “emancipatory evaluation”. This denomination was used during the period of curriculum reform in the public education network of Rio Grande do Sul in 2012, and was in force until 2016. It takes a qualitative and ethnographic approach, using interviews, participant observation and document analysis. The empirical research involved following two Polytechnic High School groups, from two different schools, in physical education classes and in the class councils of one academic quarter of 2016. The data were analyzed using triangulation in the categories of regulation and emancipation. Different tensions and contradictions occurred in evaluative practices. The presence of elements that influenced these practices was also evident in the sense of maintaining regulation, and not in participation or emancipation.</p><p><strong>Keywords:</strong> Learning Evaluation; High School; Physical Education; Regulation.</p><p> </p><p> </p>

O “novo paradigma da politecnia” na experiência do ensino médio politécnico no Rio Grande do Sul

This text addresses the experience of the Polytechnic Secondary School in the state of Rio Grande do Sul (RS), Brazil, aiming at discussing the “new paradigm” that has the Polytechnic as the foundation and guiding principle of the educational policy of the Governor Tarso Genro (2011-2014). Methodologically, this study is supported by bibliographical research, literature review and in-depth interview submitted to content analysis. As results, we affirm that the proposals of the “new school” influenced the socialist intellectuals. His pedagogical ideas came to Russia, where they were widespread, even before the Soviet revolution. There, although such ideas suffered some restrictions, the progressive forces took them as a parameter for the debate about the renewal of the school in a society that struggled to be socialist and industrially developed. In the implementation of the educational policy in RS and in the performance of schools, dissonances and misunderstandings about the conceptual dimension of polytechnic education are reproduced. Keywords: educational policy, polytechnic high school, polytechnic.

Panorama das pesquisas sobre Seminário Integrado no Ensino Médio Politécnico

Este artigo objetiva investigar o que se mostra nos estudos desenvolvidos sobre Seminário Integrado. Para esta pesquisa qualitativa de abordagem fenomenológico-hermenêutica foi utilizada a analise textual discursiva de dissertações e teses produzidas em cursos de Pós-Graduação no Rio Grande do Sul, no período de 2012 a 2016, resultando três categorias: Ensino Médio Politénico: limites e possibilidades; Seminário Integrado: um espaço para a pesquisa e construção da autonomia; Ser professor de Seminário Integrado: espaço para ressignificar a pesquisa em sala de aula e a docência no coletivo. O Seminário Integrado se mostrou uma potência para o desenvolvimento da pesquisa na escola de Educação Básica, sendo um espaço privilegiado nas escolas, de construção coletiva e de produção de conhecimento, mesmo ainda trabalhado isoladamente por alguns professores.

CONCEPÇÕES DOS PROFESSORES DA ÁREA DAS CIÊNCIAS DA NATUREZA ACERCA DA CONSTRUÇÃO DA INTERDISCIPLINARIDADE NO ENSINO MÉDIO POLITÉCNICO: A CONTRIBUIÇÃO DOS SABERES DOCENTES NA REALIDADE DE DUAS ESCOLAS DO NORTE GAÚCHO

O ensino médio no Estado do Rio Grande do Sul passou por reformulações com a proposta do Ensino Médio Politécnico, sugerida em 2011 pela Secretaria Estadual de Educação. De modo geral, esta proposta surgiu pela demanda de melhoras na educação básica estadual, no que tange ao Ensino Médio e foi implantada no decorrer dos anos de 2012, 2013 e 2014. Dentre estas melhoras almejadas, figurava a necessidade de superação do ensino disciplinar-conteudista através da interdisciplinaridade e do currículo integrado. Considerando estas mudanças – que implicaram na criação de áreas do conhecimento, reestruturação curricular, mudança na forma de avaliação e nos pressupostos de planejamento e metodologia de ensino – este artigo visa relatar o trajeto e os resultados de uma pesquisa que se propôs a investigar de que maneira a interdisciplinaridade passou a ser construída pelos educadores da área das Ciências da Natureza a partir de seus saberes docentes. A metodologia empregada foi a pesquisa etnográfica , que permitiu coletar dados ricos de percepções e opiniões dos sujeitos investigados, no caso, nove professores da área das Ciências da Natureza – que agrupa as disciplinas de Química, Física e Biologia – de duas escolas públicas de ensino médio do norte do Rio Grande do Sul. A interpretação dos dados deu-se sob a perspectiva da Análise Textual Discursiva e permitiu identificar tanto os entraves que inviabilizam a construção e a ação interdisciplinar, tais como a falta de tempo para planejamento, quanto possíveis alternativas para superação destas barreiras, dentre as quais figuram os saberes docentes. A partir da discussão destes resultados, nota-se que a proposta do Ensino Médio Politécnico abriu espaço para a construção da práxis interdisciplinar bem como para a reflexão e tomada de consciência sobre a necessidade desta, tornando-se viável a partir de (re)opções teórico-metodológicas, por parte dos docentes sob o viés de seus saberes como tais.

Ensino médio politécnico no Rio Grande do Sul (2011-2014): fatores que interferem na ressignificação da política, no contexto da prática, em escolas de Farroupilha/RS

Este texto se vincula com pesquisa que está em desenvolvimento no curso de Mestrado em Educação da Universidade do Vale do Rio dos Sinos. O tema da investigação é a implementação do ensino médio politécnico no Rio Grande do Sul entre os anos 2011 e 2014. A partir da pesquisa pretende-se identificar os fatores que conduzem, no contexto da prática, as resistências e ressignificações dadas à política educacional do ensino médio politécnico. O campo empírico escolhido para a realização da investigação são duas escolas de ensino médio da cidade de Farroupilha/RS, que apresentam realidades sociais e econômicas diferentes. O projeto de investigação está em andamento, na fase de análise do material coletado no campo empírico.Palavras-chave: política educacional, materialismo histórico-dialético, ciclo de políticas, ensino médio politécnico.

Solar Power Generation

1 Heat Transfer and Thermal Power Laboratory, Department of Mechanical Engineering, Indian Institute of Technology Madras, Chennai 600 036, India 2 Environment and Sustainability Institute, College of Engineering, Mathematics and Physical Sciences, University of Exeter, Campus, Penryn, Cornwall TR10 9EZ, UK 3Applied Physics Section of the Environmental Science Department, Higher Polytechnic School, University of Lleida, C/Pere Cabrera S/n, 25001 Lleida, Spain

Childhood and Adult Social Conditions and Risk of Stroke

Background: Socioeconomic conditions may strongly influence the risk of stroke. We tested the hypotheses that indexes of social status in different life periods including childhood are inversely associated with stroke risk and that there is a cumulative effect of social conditions during lifetime on the risk of stroke. Furthermore, we investigated whether social advancement compared to the parental generation is associated with reduced stroke risk. Methods: In a case-control study, we assessed parental professional status, highest school degree, professional education and the last professional activity in 370 consecutive patients with ischemic or hemorrhagic stroke or transient ischemic attack [TIA; age 60.7 ± 12.8 years (mean ± standard deviation); 31.1% women] and 370 age- and sex-matched control subjects randomly selected from the general population of the same area. Results: Higher level of school exams [odds ratio (OR) 0.58, 95% confidence interval (CI) 0.39–0.86], university or polytechnic high school degrees (OR 0.39, 95% CI 0.24–0.63), nonmanual (last or current) professional activity (OR 0.51, 95% CI 0.37–0.71) and father’s nonmanual professional activity (OR 0.64, 95% 0.43–0.97) were associated with a lower risk of stroke/TIA. Adjustment for vascular risk factors including current smoking and alcohol consumption reduced the strength of these associations and rendered them nonsignificant except for university or polytechnic high school degrees (OR 0.49, 95% CI 0.27–0.87). Additional adjustment for regular sports activity further attenuated the association between academic degrees and risk of stroke/TIA (OR 0.56, 95% CI 0.31–1.02). A score summarizing 4 lifetime social indexes was not independently associated with stroke risk (OR 0.67, 95% CI 0.39–1.16). Social advancement as assessed by changes from paternal manual work to nonmanual work in the index generation was more common among control subjects (23.5%) than patients (15.3%; p = 0.0097), but such advancement was not independently associated with stroke/TIA after adjustment for all covariables (OR 0.82, 95% CI 0.50–1.33). Conclusions: Socioeconomic conditions were inversely linked to the risk of stroke/TIA. These associations were strongly influenced by lifestyle factors such as smoking, alcohol consumption and mainly sports activity. Stroke preventive strategies may have a particularly large potential if they focus on such lifestyle habits in socially disadvantaged groups.

Sending Learning Pills to Mobile Devices in Class to Enhance Student Performance and Motivation in Network Services Configuration Courses

Teaching electrical and computer software engineers how to configure network services normally requires the detailed presentation of many configuration commands and their numerous parameters. Students tend to find it difficult to maintain acceptable levels of motivation. In many cases, this results in their not attending classes and not dedicating enough time to acquire the required competencies. This paper describes a successful experiment that was able to improve student class attendance, performance, and motivational patterns by using mobile devices in class to provide students with contextualized learning pills. A learning pill is a simple exercise that summarizes some of the key concepts explained in class and promotes reflection and self-study. Each student attending a particular lecture or laboratory session automatically receives a learning pill on his or her mobile phone just after the related concept has been presented. This paper details the scenario used in the experiment and analyzes the performance and motivational patterns of 170 students at the Higher Polytechnic School, Carlos III University of Madrid, Leganes, Spain.

Artificial intelligence methodologies applied to quality control of the positioning services offered by the Red Andaluza de Posicionamiento (RAP) network

On April 26, 2012, Elena Gimenez de Ory defend-ed her Ph.D. thesis at University of Jaen, entitled: �Robust methodologies applied to quality control of the positioning services offered by the Red Andaluza de Posicionamiento (RAP) network�. Elena Gimenez de Ory defended her dissertation in a publicly open presentation held in the Higher Polytechnic School at the University of Jaen, and was able to comment on every question raised by her thesis committee and the audience. The thesis was supervised by her advisor, Prof. Antonio J. Gil Cruz, and the rest of his thesis committee, Prof. Manuel Sanchez de la Orden, Dr. Antonio Miguel Ruiz Armenteros and Dr. Gracia Rodriguez Caderot. The thesis has been read and approved by his thesis committee, receiving the highest rating. All of them were present at the presentation.

Advanced Placement Courses Are Not for Everyone

A FEW YEARS BACK I attempted, with the noblest intentions, to more than double the number of sections and students in my Advanced Placement United States history course, a logical thing to do considering the increasing demand for this class. At the time I had thought that this would increase student performance by raising the level of expectations for all. Instead, I got a lesson in the law of diminishing returns. I teach in The Center for International Commerce (CIC) magnet at Long Beach Polytechnic High School. CIC is a magnet for motivated students who want an enriched curriculum with a focus not only on business but also on foreign language and a global slant on history and social sciences. The school has another magnet, PACE (see the preceding article in this issue). Both programs have approximately 700 students, recruit from throughout the Long Beach Unified School District, and offer AP courses. PACE students are usually selected from the top ten percent of the school district's students, while those in CIC are selected from the top thirty percent. Presently, the PACE program offers twentythree AP courses while CIC offers three; CIC gives two sections of AP United States history, and PACE six. There are no AP courses specially

In memoriam: Jane A. Russell.

JANE ANNE RUSSELL (Mrs. A. E. Wilhelmi) died of cancer at Emory University Hospital in Atlanta on March 12,1967. She had been in indifferent health for several years but her disability had not prevented this gifted woman from continuing her teaching and editorial responsibilities or from directing her research programs. Indeed, a friend who visited her a few days before her death found her working on a pile of papers submitted to the American Journal of Physiology, of which she was the Section Editor for Endocrinology and Metabolism. Her death brings to premature end the distinguished career of one of the foremost investigators in the field of endocrinology of our times. Dr. Russell was born near Los Angeles in 1911. She attended schools in Long Beach and graduated second in her class from the Polytechnic High School in that city. At the age of 17 she entered the University of California at Berkeley. She graduated in 1932, the first in her class

Russian in the Public and Private Schools of the USA 1959

South High School, 1101 Planz Rd., Bakersfield, Calif. Culver City Unified School Dist., 4601 Elenda St., Culver City, Calif. Acalenes High School, Lafayette, Calif. Delano Joint Union High School, Box 817, Delano, Calif. Washington Union High School, 415 S. Main St., Fremont, Calif. Fresno High School, 1839 Echo Ave., Fresno, Calif. Grossmont High School, Grossmont, Calif. Piedmont Junior-Senior High School, 800 Magnolia Ave., Piedmont, Calif. Polytechnic High School, 3575 Terracine Dr., Riverside, Calif. Abraham Lincoln High School, 2162-24th Ave & Rivera St., San Francisco, Calif. Polytechnic High School, 701 Frederick St., San Francisco, Calif. Clairemont High School, 4150 Ute Dr., San Diego, Calif.

A SCIENTIFIC APPROACH TO THE READING PROBLEM

Vice-Principal J. H. Francis Polytechnic High School Los Angeles, Calif. *Submitted for publication Nov. 8, 1939.

Prof. František Wald

THE prominent Czech chemist, Prof. Frantisek (Franz) Wald, formerly professor of physico-chemistry and metallurgy in the Czech Polytechnic High School of Prague, died on Oct. 19 in Morav-ska Ostrava-Vitkovice, the well-known ironworks. He was born in Brandysek, near Kladno, and after studying in the German Polytechnic High School of Prague, whence he brought no theoretical bias, he devoted himself to technical chemistry, being for many years chief of the analytical and research laboratory of the ironworks in Kladno.