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High Quality Content by WIKIPEDIA articles! Robert E. Lee High School is a high school in Jacksonville, Florida. It was named after Confederate States of America general Robert E. Lee and is one of the two oldest high schools in Jacksonville, the other being the school's traditional rival, Andrew Jackson High School. Enrollment rose from 954 the first year to about 2,000 in the 1950s. The school became predominately black after full racial integration was finally implemented in the early 1970s. The school was dedicated to Robert E. Lee on his birthday, January 19, 1928. In 1965, a group of Lee High School students formed the band My Backyard. The band, led by singer Ronnie Van Zant, was renamed Lynyrd Skynyrd after their gym teacher at the school, Leonard Skinner. On November 24, 1986, Lee was ravaged by a fire that destroyed the library and many classrooms. The fire damage was estimated at US$ 4.5 million. After the fire, the Robert E. Lee High School Restoration Committee was formed by Lee alumni to help raise money for restoration. ... Read more

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High Quality Content by WIKIPEDIA articles! St. Petersburg College (commonly referred to as SPC, formerly known as St. Petersburg Junior College or SPJC) is a fully accredited post-secondary education institution located in St. Petersburg, Florida, serving some 65,000 students annually. The institution currently manages nine separate campuses located throughout Pinellas County; four campuses within the city of St. Petersburg, and five additional campuses located in Seminole, Pinellas Park, Largo, Clearwater, and Tarpon Springs. ... Read more

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This edition is written in English. However, there is a running French thesaurus at the bottom of each page for the more difficult English words highlighted in the text. There are many editions of Jack Tier or, The Florida Reef. This edition would be useful if you would like to enrich your French-English vocabulary, whether for self-improvement or for preparation in advanced of college examinations. Webster's edition of this classic is organized to expose the reader to a maximum number of difficult and potentially ambiguous English words. Rare or idiosyncratic words and expressions are given lower priority compared to “difficult, yet commonly used” English words. Rather than supply a single translation, many words are translated for a variety of meanings in French, allowing readers to better grasp the ambiguity of English without using the notes as a pure translation crutch. Having the reader decipher a word's meaning within context serves to improve vocabulary retention and understanding. Each page covers words not already highlighted on previous pages. This edition is helpful to French-speaking students enrolled in an English Language Program (ELP), an English as a Foreign Language (EFL) program, an English as a Second Language Program (ESL), or in a TOEFL® or TOEIC® preparation program. Students who are actively building their vocabularies in French or English may also find this useful for Advanced Placement® (AP®) tests. TOEFL®, TOEIC®, AP® and Advanced Placement® are trademarks of the Educational Testing Service which has neither reviewed nor endorsed this book. This book is one of a series of Webster's paperbacks that allows the reader to obtain more value from the experience of reading. Translations are from Webster's Online Dictionary, derived from a meta-analysis of public sources, cited on the site. ... Read more

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Problem-based Learning (PBL) is a student-centeredinstructional approach that initiates learning bypresenting students with an ill-structured, real-lifeproblematic scenario from which they have to identifythe real problem. The scenario is structured aroundthe curriculum, which students acquire as they solvethe problem using their learning styles and multipleintelligences.In this research, the author found that manySeventh-day Adventist teachers are unaware of PBL andembrace a teacher-centered teaching philosophy. However, they do appear willing to learn about thisstudent-centered teaching method and to implement itin their classrooms despite perceived barriers.They indicate that they do not expect support fromtheir school systems, parents,and colleagues, aspreconditions to successful adoption.It appears that the major barriers to PBL adoptionare reflective of the teaching philosophy of theschool systems, parents, and teachers. If thesebarriers are addressed, it is likely to increase thepossibility that successful adoption of PBL will takeplace. ... Read more

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Educators Need This Book!
Tired of struggling with unmotivated students? Too much to do for too many students and too little time to do it in?Let your students assume more responsibility for their learning.This book offers invaluable information on research supporting the benefits of problem-based learning to help students in K12 schools become responsible and successful learners. It also describes characteristics of teachers who would best utilize this method and the support they may expect from parents, administrators, and other stakeholders.It is a must read for those anxious to move students from being underachievers to becoming achievers.
This book could very well become the education guidebook for Christian schools and for home schools; cites experiential principles of learning by doing. ... Read more

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CHAPTER I. Personal characteristics 481 Physical characteristics 481 Physique of the men 481 Physique of the women 482 Clothing 482 Costume of the men 483 Costume of the women 485 Personal adornment 486 Hairdressing 466 Ornamentation of clothing 487 Use of beads 487 Silver disks 488 Ear rings 488 Finger rings 489 Silver vs. gold 489 Crescents 489 Me-le 489 Psychical characteristics 490 Ko-nip-ha-tco 492 Intellectual ability 493

CHAPTER II. Seminole society 495 The Seminole family 495 Courtship 496 Marriage 496 Divorce 498 Childbirth 497 Infancy 497 Childhood 498 Seminole dwellings-- I-ful-lo-ha-tco's house 499 Home life 503 Food 504 Camp fire 505 Manner of eating 505 Amusements 506 The Seminole gens 507 Fellowhood 508 The Seminole tribe 508 Tribal organization 508 Seat of government 508 Tribal officers 509 Name of tribe 509

CHAPTER III. Seminole tribal life 510 Industries 510 Agriculture 510 Soil 510 Corn 510 Sugar cane 511 Hunting 512 Fishing 513 Stock raising 513 Koonti 513 Industrial statistics 516 Arts 516 Industrial arts 516 Utensils and implements 516 Weapons 516 Weaving and basket making 517 Uses of the palmetto 517 Mortar and pestle 517 Canoe making 517 Fire making 518 Preparation of skins 518 Ornamental arts 518 Music 519 Religion 519 Mortuary customs 520 Green Corn Dance 522 Use of Medicines 523 General observations 523 Standard of value 523 Divisions of time 524 Numeration 525 Sense of color 525 Education 526 Slavery 526 Health 526

CHAPTER IV. Environment of the Seminole 527 Nature 527 Man 529


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I had just left school, in a very undecided state of mind as to what profession I should select. The honest truth is, that I had no great fancy for one more than for another. I should have preferred that of a gentleman at large, with an independent fortune. But it had been so ordained that I should not possess the latter very satisfactory means of subsistence; and it was necessary, if I wished to support myself like a gentleman, that I should choose some calling by which I could at least obtain an income, supposing that I had not the talent to realise a large fortune.

My father, Captain Michael Kearney, had a small estate, but it was slightly encumbered, like many another in old Ireland; and he had no intention of beggaring my brother and sister in order to benefit me. In a certain sense, it is true, they were provided for. Ellen had married Captain Patrick Maloney of the Rangers, who had, however, little beyond his pay to live on. My younger brother, Barry, had entered the navy; but as he drew fifty pounds a year and occasionally other sums from my father's pocket, it cannot be said that he was off his hands. I also had once thought of becoming a sailor, for the sake of visiting foreign lands; but I had allowed the time to pass, and was now considered too old to go to sea. I then took a fancy for the army; but my father declared that he could not afford to purchase a commission for me, and I had no chance of getting one in any other way. I talked of the law; but when I heard of the dry books I should have to study, and the drier parchments over which I should have to pore, I shuddered at the thought, and hastily abandoned the idea.

My kind aunt, Honor Molloy,--the sister of my mother, who had been dead some years,--pathetically urged me to enter the church, in the hope, as she said, that that would keep me in the right way; but I honestly felt that the church was not my vocation, and that I was much more likely to go the wrong way if I assumed an office for which I was unfit. Then she proposed that I should become a doctor; but I declared that I hated physic, and could never bring myself to drug my fellow-creatures with stuff which I would not take myself. My father offered to try to get me into a government office, though he acknowledged that he had but slight interest with people in authority, and that I might have a long time to wait before I could obtain a satisfactory appointment. He suggested, in the meantime, that I might become a clerk in a mercantile house, and that I might one day become a partner; but that day seemed so very far off in the perspective, that I begged he would not trouble himself about the matter, deciding rather to seek for some government appointment, either at home or abroad.


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High Quality Content by WIKIPEDIA articles! Wabasso High School was a public school located in Wabasso, Florida. Commonly referred to as simply 'Wabo', was shut down in 1952 following an economic downfall in the area. The building was torn down in 1957 to help rebuild the sand dunes and natural habitat of the surrounding area. It was originally located off of State Road 510 west of US1.The school served small area cities, including Orchid, Roseland, Cummings, Gifford, and Winter Beach. The peak enrollment was in 823 students in 1947. The campus had 100% white students. ... Read more

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High Quality Content by WIKIPEDIA articles! The University of Central Florida Knights, commonly referred to as the UCF Knights, comprise 17 varsity sports teams at the University of Central Florida. These teams compete in the Football Bowl Subdivision (FBS) of the NCAA's Division I and in Conference USA. Men's sports include Baseball, Basketball, Cross Country Running, Football, Golf, Lacrosse, Soccer, and Tennis. Women's sports include Basketball, Cross Country Running, Golf, Rowing, Soccer, Softball, Tennis, Track and field, and Volleyball. Co-ed sports include Cheerleading. ... Read more

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High Quality Content by WIKIPEDIA articles! FloridaSouthern College (commonly referred to asFlorida Southern or FSC) is a private collegelocated in Lakeland, Florida. It was selected byU.S. News & World Reportas one of the top tenSouthern Comprehensive Colleges-Bachelors, and byThe Princeton Review as a Best Southeastern College,a Best Value College, and included in the Best 366Colleges: 2008, Florida Southern is the home of theworld's largest single-site collection of FrankLloyd Wright architecture. ... Read more

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High Quality Content by WIKIPEDIA articles! Northwest Florida State College is a four-year college, located in Niceville, Florida. NWFSC was founded in 1963 as Okaloosa-Walton Junior College, with its campus in Valparaiso, Florida; students started class the next year. A permanent campus in Niceville was built and started serving students with the 1969-70 academic year. The school voted to change its name to Okaloosa-Walton Community College in 1988, and gained four-year status in 2003, thus changing its name to Okaloosa-Walton College. OWC also has a charter high school called the Okaloosa-Walton Collegiate High School, which opened in 2000. ... Read more

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The purpose of this study was to identify the perceptions that central Florida public high school principals had regarding data used in their schools.A postal survey and follow-up telephone interviews involving over 120 high schools in 13 central Florida school districts were used to poll the principals regarding their perceptions of data metrics in the Florida School Indicators Report (FSIR).The conclusions drawn from the study were that central Florida high school principals perceived the results on the state¿s mandated Florida Comprehensive Assessment Test (FCAT) to be the most important indicators in the FSIR.In addition, the study sought to determine what barriers impacted principals in the collection and analysis of data.The study findings indicated that principals perceived lack of time for data analysis as the biggest barrier they faced when evaluating the FSIR indicators.After the lack of time, principals rated lack of administrator training in data analysis as the second biggest obstacle to using the FSIR. ... Read more

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This was a collective case study of African American elementary principals in a central Florida county. The study intended to discover through qualitative means, African American elementary principals perceptions of reading curriculum and instruction. More specifically, the study was concerned with discovering and presenting the attitudes, experiences, and beliefs of this population of leaders. The African American principal has the unique perception of one who has grown-up and been educated in the midst of the European American dominated system of education, thus making their perceptions of reading curriculum and instruction relevant to gaining additional knowledge in the area of literacy leadership. The findings of the study showed that principals' prior experiences, whether personal or professional, influenced their perceptions of reading curriculum and instruction. The principals in the study discussed their lives and how they valued reading from childhood into adulthood and how these experiences shaped their schools' reading programs. ... Read more

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Arizona had a breakthrough in 2010 that could end years of frustration about the state’s relatively low academic achievement. The Arizona Legislature this year adopted new reforms for K-12 public education that combine accountability, transparency and parental choice. Lawmakers modeled these changes on innovations first launched in Florida that have raised the average reading test scores for that state’s fourth-grade students by two entire grade levels over the past decade.

The Goldwater Institute’s 2008 policy report “Demography Defeated: Florida’s K-12 Reforms and their Lessons for the Nation,” noted that Florida’s strategy has led to the biggest improvements for students who traditionally struggle the most to learn — minority and low-income children. 2009 National Assessment of Educational Progress (NAEP) test scores show that many of Florida’s disadvantaged children now outscore the average Arizona student.

Florida schools focus heavily on disadvantaged students because the state’s school-grading system looks at overall performance, overall gains, and progress among the 25 percent of students with the lowest scores. By double counting gains among the lowest-performing students, the system provides strong incentives for schools to help those struggling to learn.

The reforms that Arizona will pursue include similar, clear labels of overall school performance with letter grades of A, B, C, D, or F, limit the social promotion of third-grade students who can’t read, provide alternative certification for non-teachers to enter the profession, and more choices for parents. Rather than an end to the reform process, these new laws are only the opening salvo in a long and difficult battle to transform Arizona’s public schools.

As Arizona implements these reforms, policymakers should prepare for fierce pushback from teacher unions and other powerful groups. Policymakers have watered down past reforms because of similar opposition. But they should be inspired this time by the courage of their Florida counterparts, who weathered the criticism and stayed the course leading to Florida’s dramatic K-12 improvement.

Likewise, in 2011 Arizona legislators should consider additional Florida-style reforms such as retraining teachers in basic reading instruction and basing any future funding increases on better school performances. These reforms will help schools refocus on what matters most — student success. ... Read more

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Purchase includes free access to book updates online and a free trial membership in the publisher's book club where you can select from more than a million books without charge. Excerpt: Albert Alexander Murphree (April 29, 1870 December 20, 1927) was an American university professor and administrator. Murphree was a native of Alabama, and became a mathematics instructor after earning his bachelor's degree. He later served as the third president of Florida State College (later renamed Florida State University) located in Tallahassee, Florida, from 1897 to 1909, and the second president of the University of Florida located in Gainesville, Florida, from 1909 to 1927. Murphree is the only person to have been the president of both of Florida's major state universities, the University of Florida and Florida State University, and he played an important role in the consolidation, growth and ultimate success of both institutions. Statue of Albert A. Murphree, 17th administrator of the West Florida Seminary (now Florida State University) from 1897-1909, located on the FSU campus.Murphree was born near Chepultepec, Alabama in 1870. His father was Jesee Ellis Murphree, a Confederate veteran; his mother was Emily Helen Cornelius. His parents raised him in a family of ten children in Walnut Grove, Alabama, where he attended community schools and a local two-year college. He graduated from the University of Nashville with a bachelor's degree in 1894, and taught mathematics at several high schools and small colleges in Alabama, Tennessee and Texas. In 1895, he became a mathematics instructor at the West Florida Seminary (now known as Florida State University) in Tallahassee, Florida, and two years later, its board of trustees appointed him as the seminary's third president in 1897, at the age of 27. Later, Murphree married Jennie Henderson, the daughter of one of the seminary's trustees. He subsequently started and completed the academic w... More: http://booksllc.net/?id=3890225 ... Read more

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Chapters: E. T. York, Adam Herbert, Judy Hample, John Delaney, Frank Brogan, Charles B. Reed, Mark B. Rosenberg, J. Broward Culpepper, Robert B. Mautz, Barbara W. Newell, Debra D. Austin. Source: Wikipedia. Pages: 47. Not illustrated. Free updates online. Purchase includes a free trial membership in the publisher's book club where you can select from more than a million books without charge. Excerpt: E. Travis "E.T." York, Jr. (born July 4, 1922) is a former American agronomist, professor, university administrator, agricultural extension administrator, and U.S. presidential adviser. York is a native of Alabama, and earned his bachelor's, master's and doctorate degrees in agricultural sciences. He served as the director of the Alabama Cooperative Extension Service, the administrator of the federal Extension Service, the interim president of the University of Florida, and the chancellor of the State University System of Florida. York was born and raised in the Valley Head community in DeKalb County in northeast Alabama, and came of age during the Great Depression. After graduating from high school in 1939, York enrolled at Alabama Polytechnic Institute (API) (now Auburn University) in Auburn, Alabama, and earned his bachelor's degree in agricultural science in 1942. After completing his World War II service as a captain in the U.S. Army field artillery, York returned to API to continue his education in soil science. During this time, he met and married Vermelle "Vam" Cardwell of Evergreen, Alabama, a business major and president of the API Women's Student Government Association. York graduated from API with a master's degree in agronomy and soils in 1946, and was accepted into the doctoral program at Cornell University in Ithaca, New York. At Cornell, he studied under nationally renowned soil scientist Richard Bradfield, who imparted to York his passionate interest in how food shortages contributed to chronic hunger in much ...More: http://booksllc.net/?id=12301973 ... Read more

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Purchase includes free access to book updates online and a free trial membership in the publisher's book club where you can select from more than a million books without charge. Chapters: Fm-2030, Joe L. Kincheloe, Miguel Angel Escotet, Steven Heine, Bruce Nissen, John Dufresne, Nathan Katz, Elizabeth Price Foley, Mark B. Rosenberg, Jerry Markham, Peter Hargitai, Stephen Leatherman, Thomas E. Baker, Abraham Lavender, Leonard Strickman, Cheryl Rubenberg, Carlos Alvarez, Ediberto Roman, William Darrow, Mark Hetzler. Excerpt:Dr. Abraham D. Lavender (born in Sumter, South Carolina , November 14, 1940) is a professor of Sociology at Florida International University , and is president of the Society for Crypto-Judaic Studies . Lavender was born and raised in South Carolina , receiving his B.A. and M.A. degrees in psychology from the University of South Carolina at Columbia in 1963 and 1965 respectively. He earned a PhD in sociology in 1972 at the University of Maryland, College Park , writing his dissertation on The Generational Hypothesis of Jewish Identity: The Return of the Third Generation . Lavender taught at the University of Miami before moving to FIU. He has been a prolific author, publishing six books (two of which are focused on Jewish studies), and dozens of journal articles on a wide variety of sociology-related topics. From 1992-1995, he was also an advisor to Miami Beach mayor , Seymour Gelber. Books published Websites (URLs online) A hyperlinked version of this chapter is at Bruce Nissen (January 20, 1948) is a professor of labor studies and director of research at the Center for Labor Research and Studies (CLRS) at Florida International University (FIU). He also directs that university's Research Institute on Social and Economic Policy (RISEP). Childhood and education Nissen was born in Ames, Iowa , 1948 to Raymond and Irene Nissen. He obtained a bachelor's degree in philosophy and psychology from Grinnell College in 1970, a master's degree in labor s... ... Read more