Preventing Youth Violence in Urban Schools: An Essay Collection. Urban Diversity Series No. 107.
The three essays of this collection explore the prevention of violence in urban schools. The first, "Preventing Violence in Schools," by Mary Hatwood Futrell and Lee Etta Powell, focuses on how to prevent violence in schools and offers recommendations on what schools and communities can do. The factors contributing to school violence are numerous, complex, and mostly community-related. A number of strategies are available for addressing the problem from a classroom or schoolwide perspective, but others can be suggested for individual students, helping them focus on discipline as positive behavior. Investment programs such as tutoring, counseling, jobs, and recreation and youth facilities would be more cost-effective in the long-run than such measures as hiring more security. The second essay, "Gang Activity at School-, Prevention Strategies," by Shirley Lal, reviews what is known about gangs and their impact and consequences in schools. It also suggests a variety of strategies for preventing gang activity and altering negative gang behavior. The final essay, "School Violence and the Legal Rights of Students: Selected Issues," by Dorianne Beyer, considers the effects of the pulic perception of widespread and growing school violence, which leads to a .ituation in which the rights of school administrators come to take precedence over the rights of students when school safety is at stake. The current judicial trend highlights society's fears and disrespect for children. Contains a total of 90 references. (SLD) ***************************************************** Reproductions supplied by EDRS are the best that can be made from the originil document. *********************************************************************** 1
Rights of students.
Spend your time even for only few minutes to read a book. Reading a book will never reduce and waste your time to be useless. Reading, for some people become a need that is to do every day such as spending time for eating. Now, what about you? Do you like to read a book? Now, we will show you a new book enPDFd rights of students that can be a new way to explore the knowledge. When reading this book, you can get one thing to always remember in every reading time, even step by step.
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.