2-1.6 grams of protein per 1 kilogram of bodyweight a day (Schilling 2008)
I do believe that the classics have considerable value in terms of culture and humanity. Any worthy work of literature is something that can cultivate both intellectual virtue and poetic knowledge (Kern)
Developing these faculties however is not the soul domain of the classics. I therefore believe that a school curriculum should mainly incorporate works that address students' concerns directly (La Vigne)
Other commonly abused prescription drugs are products with dextromethorphan as a component and Vicodin. In a study conducted by the National Center on Addiction and Substance Abuse "about 17% percent of American high school students are drinking, smoking or using drugs during the school day" (Kuczynski-Brown, 2012)
A typical school day consists of doing academic work in the morning and practicing a chosen sport in the afternoon." (Camire, Trudel and Forneris, 2008, p
Since the concept takes place when students can complete tasks independently, it has been used as the basis of different instructional approaches in the classroom. Generally, teachers can use effective instructional approaches depending on the developmental ideas of cognitive psychologists such as Lev Vygotsky to enhance student performance (Blake & Pope, 2008, p
This concept is described as the distance between the real developmental level based on independent problem solving and the level of possible development. This distance is determined either through problem solving under adult guidance or in collaboration with mature peers (McLeod, 2010)
It also has a multicultural club. A number of students of a variety of different backgrounds (including Hispanic-Americans and Indian-Americans) have graduated in the top 10 lists of student graduates in recent years (PHS, DHS class of 2013 tips 1,300 mark, 2013, Pearland High School)
A summary of the research and salient findings will be presented in the conclusion. Review and Discussion Over the past few decades, there has been an increasing amount of attention paid to how best to teach economics in the nation's high schools; for example, the National Council on Economic Education has produced and distributed a wide variety of curriculum materials that encourage active learning of economics in the high school classroom (Bellisimo, Maxwell & Mergendollar, 2001)
99). These authors add that two separate but related issues concerning high school economics have been examined in the scholarly literature: The extent to which learning of economics takes place in high school economics courses; and, The effect that high school economics has on students' learning and performance in college economics (Brasfield et al
There are also differences in how the economic curriculum is taught in different states that may affect the academic outcomes in these cases. This author adds that differences in the focus of state mandates influence the curricular differences among high school economics courses, with some state requiring that economics be taught in conjunction with government, while others require a course with a basic business emphasis; furthermore, some states have mandated an emphasis on free enterprise emphasis while still others require a consumer-education emphasis, and a significant amount of variation will typically occur within classes that follow these state guidelines (Lopus, 1997)
There are also differences in how the economic curriculum is taught in different states that may affect the academic outcomes in these cases. This author adds that differences in the focus of state mandates influence the curricular differences among high school economics courses, with some state requiring that economics be taught in conjunction with government, while others require a course with a basic business emphasis; furthermore, some states have mandated an emphasis on free enterprise emphasis while still others require a consumer-education emphasis, and a significant amount of variation will typically occur within classes that follow these state guidelines (Lopus, 1997)
, 1993). Not surprisingly, there has been a growing amount of interest among researchers concerning why some high school students become better students of economic study in college than others; in this regard, a significant body of evidence has accumulated in an effort to explain these differences among high school students in the attainment of economic knowledge (Peterson, 1992)
"A high school economics course, they argue, should begin and end with worldwide issues. In such a course, the world is seen as a single economic entity in which the various national economies compete, cooperate, or ignore one another to produce a global market structure" (Zevin, 2000, p
Of additional concern is that regardless of their educational background, minority students' standardized test scores are consistently lower than their white peers. According to Heneg (2001) this indicates that standardized testing introduces a cultural bias against minority students: "Eighty-four percent of minority students fall below the mean score, primarily because these tests are constructed by individuals who are unfamiliar with minority cultures, making bias in style and content of the testing instrument inevitable" (Heneg, 2001, p
." If the habit persists, the consequences need to escalate: from time outs to lost points to visits with the principle to meetings with parents (Canter, 1990)
Monitor behaviors; reward positive, redirect negative Hold students accountable, but focus on the positive Too much attention to negative behavior reinforces it. Praise will be contingent upon positive behavior Find meaningful consequences to negative behaviors (Huitt, 1996)
Sometimes it is known as a "take back control" approach, since instead of allowing students and extraneous events to control the classroom, the teacher is fully in charge. The underlying theory for this approach maintains that teachers must establish rules so that the learning process is uninterrupted by misbehavior or other passive-aggressive time wasters (McIntyre, 2008)
For example, county officials where there is weak sex education will often cite demand from parents for either no sex education or for abstinence-only sex education. This demand exists only from a small minority of parents, even in conservative areas (Tortolero et al
There is evidence that it is most effective when it is a standalone subject in schools, or at the minimum when it is a standalone subject within a broader curriculum in life skills. Where it is neither, the quality of sex education will be found to be failing to meet the needs of students (Whelan, 2013)