DOCSLIB.ORG

(Anchorage, Alaska, June 25-26, 1992). INSTITUTION Alaska Univ., Anchorage.; Anchorage School District, AK

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
(Anchorage, Alaska, June 25-26, 1992). INSTITUTION Alaska Univ., Anchorage.; Anchorage School District, AK DOCUMENT RESUME ED 346 339 CE 061 463 TITLE International Technological Literacy Symposium. Proceedings (Anchorage, Alaska, June 25-26, 1992). INSTITUTION Alaska Univ., Anchorage.; Anchorage School District, AK. SPONS AGENCY Office of Vocational and Adu:t Education (ED), Washington, DC. PUB DATE Jun 92 NOTE 165p.; The final paper may be margina2ly legible; contains light type. PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Curriculum Development; Foreign Countries; Interdisciplinary Approach; *International Cooperation; *International Programs; *School Business Relationship; Secondary Education; Technical Education; Technological Advancement; *Technological Literacy; Vocational Education IDENTIFIERS Australia; Canada; England; Germany; Japan: Peru; Taiwan; *Technology Education ABSTRACT The following papers are included: "Technological Literacy: Pedagogy for a New World Order" (Peter McGregor);"Career and Technology Studies, A Curriculum Model" (Clarence Preitz); "Vocational and Technical Education at Secondary Schools in Taiwan, Republic of China" (James Yu); "Blueprint for Literacyin Technology" (Jerry Balistreri, Douglas Hammer); "CriticalTechnologies for Economic Growth" Marry Armen); "Applied IndustrialTechnology--A Junior High Technology Program" (Jim Fellenberg); "TheBlueprint for Literacy in Technology" (Don Bernard); "TechnologyEducation: A :teview of the Anchorage Project" (Kendall Starkweather);"Tools for Overcoming Thought Barriers--The Missing Element for Developing Technology Education" (Dietrich Blandow); "TechnologyEducation in Japan" (Shoji Murata, Sam Stern); "InterdisciplinaryTechnology Programs in the Republic of Peru" (James Yu);and "Business Education Partnerships--A Role in Enhancing Technological Literacy"(Brian Swanson). (NLA) *********************************************************************** * Reproductions supplied by MRS are the best thatcan be made * * from the original document, * *********************************************************************** U Oho, USINIRTOSAIT OF SOUCA7301$ Educe/row ReSeefthend Improvement ED 'DONAL RESOURCESINFORMATION cENTER &RC? 7 thrli CXunterit Fes been IMMOUClyd as recemS0 trOM The Personor oroaruestroe ohomermg sr r Immor changes hare hese made to Improve reoroductron auiVity Contil ot me* oroomons stated m rho doc men! do hot nCOSaftlyteprpgart1 ottciat aOEM Pourroo or pottcy 'PERMISSION TO REPRODUCE THIS MATERI HAS SEEN GRANTED BY / p. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ER)C):" "Ng 0941;010:00-0 1%%%14000000Oets tioto 001_ale 1.00oes%?Ai inoceedioos itoPeWsos,SS 300 EATI4 wwwslAZIlosNwIlli 4 10 2 BEST COPY AY1 LE Forward This publication is a compilation of the papers presented at the International Technological Literacy Symposium in Anchorage, Alaska. Funding, in part, was provided by a grant from the U. S. Office of Vocational and Adult Education, U. S. Department of Education. As part of that grant the symposium was developed as a means to disseminate the results of the Alaska Technological Literacy demonstration project and to assemble representatives of various countries to discuss the processes and developments in teaching technological literacy in their respective countries. Appreciation is extended to all who have assisted to facilitate this symposium. Hosts for this conference were the Anchorage School District and the University of Alaska Anchorage. As project directors, we welcome all who have chosen to participate and offer our time and resources to make your visit as enjoyable as possible. erryal strerl, Secondary Supervisor Career Technology Anchorage School District Douglas E. Hammer, Chair Vocational Teacher Education University of Alaska Anchorage TABLE OF CONTENTS Technological Literacy: Pedagogy For A New WorldOrder Peter McGregor 1 Career and Technology Studies, ACurriculum Model Charence Preitz 1 6 Vocational and Technical Education at SecondarySchools in Taiwan, Republic of China James H. Yu 2 6 Blueprint for Literacy in Technology (BLT) Harry Armen, Jerry Balistreri, Donald Bernard, JamesFeHenberg, Douglas Hammer, Kendall Starkweather 4 0 Tools For Overcoming Thought Barriers - TheMissing Element For Developing Technology Education Dietrich Blandow 8 8 Technology Education in Japan Shoji Murata, Sam Stem 112 Interdisciplinary Technology Programs in the Republic of Peru James H. Yu 123 Business Education Partnerships, A Role in Enhancing Technology Education Brian!: son 136 Technological Literacy: Pedagogy for a New World Order Mr. Peter B. McGregor, Director Centre for Economic Education P.O. Box 334 Albert Park, VIC 3206 Australia Technological Literacy: Pedagogy for a New World Order * Peter B. McGregor Director Centre for Economic Education ** Melbourne * Paper presented to the International Technological Literacy Symposium June 25-26 1992 Anchorage, Alaska ** The Centre for Economic Education Inc is a non-profit organisemion which aims to promote greater understanding of economic considerations in public debate;in particular,to raise the awareness of students and teachers to the importance of economic aspects of public issues. 1 i; Technological Literacy: Pedagogy for a New World Order Technological literacyinvolves more than mere technlcal competence. It requires an understanding ofthe dynamic social and economic forcesthat shape society,the technological innovation that accompanies change, aswell as the potential risks. The challenge thateducators in many countriesface today Is to find meaningful raysof bringing science and technology, technical innovation and problem-solvinginto curricula for all students. Importantly, the irrationalsuspicion of technology that is harboured in some communitiesshould not prevent young people from being introduced tothe competencies andimpacts of technologicalchange -- unique forces in modern societies capable of enhancing thelives and work of the world's people. Let nebegin with an illustration of whattechnological literacy isn't. In 1928, Gary Cooper and NancyCooper were in the final scenes of a film called "ShopwornAngel" for Paramount Pictures. At that point, it was decided by thepowers-that-be, that the new technology of sound should beincorporated into the film. At thelast minute,some dialogue was added. Cooper said,"I studied my script containing this newthing called dialogue until it was letter perfect." In the closing seconds ofthe movie, a wedding scene,the first and only words were spoken. Coopersaid,"I do." Carol said,"I do". The film was released to anastounded world as a talkie. Paramount had entered a new agewith a gesture towards a promising new"technology".1 I believe -- under therubric of "technological literacy" dIPM, we are talking about morethan gestures. It is difficult today tothink about the modern world in which we live withoutthinking about the myriad of technologies that support it. Almost every aspect ofeveryday living in the late twentieth century depends on one form of technology or another. Health and medicine, food andagriculture, transport, homes, minerals and manufactures, energy, education, information and communications, travel, the environment. Technology is what we do to do things betterthan before. Traditionally, new technologies haveprovided more and more people with increasing opportunities tobe more fuliy human. They have continually created new resources and new This story appeared in a pamphlet:Science Shoppdng. The Science Shop, Melbourne. Vol 2 No 2. 2 7 possibilities. Though not faultless,without technology, our labours would be littleother than theprimitive effort of animals to obtain subsistence,and survive. Faster,cheaper, leas effort;conserving one of our mostprecious resources, odr tine. Withoutit, we wouldn't recogniseourselves. Yet, teaihnology is one of the leastunderstood concepts of our age. and Although we very often use the terms 'science' 'technology' together, they arenot one and the samething. Technology is very differentfrom science;and, sadly,its Newton, status inferior. Theworld'sgreat scientists -- Galileo, Faraday -- aregenerically distinct from thegreat such as Edison, Tesla and Ford. Science technologists in educator, Professor Peter Fensham ofMonash University Melbourne writes: "Scientistsbasically are comfortable with notions like 'discovering' or 'uncovering' nature. Technologists are more comfortablewith words like'design' and 'invention'." (Fensham, 1990) In Australia, acceptance ofthe central role of technologyhas become orthodoxy, even amongstthose (such as militantunions) who once so fiercely resistedits contemporary manifestations. (I am told that the adoptionrate of some domesticappliances throughout the country areunmatched anywhere else in the world.) At the same time, the governmentis urging people in universities, companies andorganisations like theCSIRO2 to create Australia's futurethrough scientific effort. It is widely accepted that their success in developing new technologies will shape our environment andlargely aetermine the strength of our economy andthe standard of living wewill share in the years ahead. In an interview for theAustralian Rural Times the head of the CSIRO, Dr John Stocker,predicted a bright future for science and technology.He suggestedthat Australia will achieve world recognition in a range ofnew technologies including plant biotechnology, medical biotechnology, astronomy, minerals processing,animal biotechnology, cleaner fuel sources, scientificinstruments, and climate research. We willsee.3 If this is the future,
Load more

Recommended publications
  • Anchorage School District 2020-21 High School Activities Handbook Prepared by Secondary Education Senior High Coordinating Schools 2020-21
    Anchorage School District 2020-21 High School Activities Handbook Prepared by Secondary Education Senior High Coordinating Schools 2020-21 ACTIVITY HOST PHONE NUMBER BASKETBALL West 742-2517 CHEER Chugiak 742-3067 CROSS-COUNTRY RUNNING Bartlett 742-1864 CROSS-COUNTRY SKIING Dimond 742-7005 DRAMA/DEBATE/FORENSICS KTHS 742-8951 FOOTBALL East 742-2141 GIRLS FLAG FOOTBALL East 742-2141 GYMNASTICS Service 742-8105 HOCKEY Chugiak 742-3067 MUSIC FESTIVAL Music and Fine Arts 742-0150 RIFLERY West 742-2531 SOCCER Eagle River 742-2728 SWIMMING Bartlett 742-1864 STUDENT GOVERNMENT KTHS 742-8951 TENNIS South 742-6304 TRACK & FIELD Dimond 742-7005 VOLLEYBALL Service 742-8105 WORLD LANGUAGE World Language Office 742-4848 WRESTLING South 742-6304 Title IX “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational programs or activity receiving federal financial assistance”. —From the preamble to Title IX of the Education Amendment of 1972 The Board is committed to an environment of nondiscrimination on the basis of race, color, religion, sex, age, national origin, economic status, union affiliation, disability, and other human differences. No person shall be excluded from participation in, or denied the benefits of, any academic or extracurricular program or educational opportu- nity offered service offered by the District. The District will comply with the applicable statutes, regulations, and executive orders adopted by Federal, State, and Municipal agencies. Title IX applies to all programs in a school (including academics, extracurricular, and athletics) that receives federal financial assistance.
    [Show full text]
  • 10.13.11Nnlayout2011 Layout 1
    Photo by Diana Haecker FALL TRAINING— Musher Nils Hahn and his dogs are going on a practice run on Saturday, Oct. 8 crossing Dry Creek in Nome. C VOLUME CXI NO. 41 OCTOBER 13, 2011 Let the fluoride begin, again By Sandra L. Medearis Monday’s regular meeting vowed to Without flap and ado, the Nome raise the fluoride question at every Common Council took action Oct. meeting from now on until the issue 10 to restart the process of fluoridat- was resolved. He said an ordinance ing NJUS customers who drink on the books calling for fluoridation water from Nome’s public water should continue to be enacted or supply. changed, or, if the issue were to be Water from Moonlight Springs studied, the fluoridation should con- has not contained fluoride for several tinue during the study. months since the fluoridation equip- Brown has stated that he favors ment broke down. Nome Joint Util- the fluoride treatments because he ity board members with the has a five-year-old daughter for exception of one member voted to whom the medication may reduce stop fluoridation and sent such a res- cavities. olution to the Council for approval. Councilman Stan Andersen pro- The NJUS’ utility manager, John K. posed a straw vote then and there. Handeland, has saddled the fence on Going around the table, Brown, the issue, but did forward the resolu- council members Randy Pomeranz, tion to the Council for its meeting Josie Stiles and Andersen said they Sept. 26 where the Council took no favor restoring the fluoridation.
    [Show full text]
  • TABLE of CONTENTS
    TABLE of CONTENTS Women’s Bracket. 3 SHOOTOUT Men’s Bracket . 5 SHUTTLE BUS SERVICE Shootout Committee & Seawolf Captains. 7 Provided by ALASKA TOBY CHARTER Adopt-A-University Program. 9 All service provided to and from the 11 Calais II Building, located at 3201 C Sullivan Arena . Street. Service returns from Sullivan 2006 Tournament Preview. 13-15 Arena following the second game of each session. Women’s History. 17 WEDNESDAY, NOV. 22 Air Force Falcons. 19 (Game times 7:30 & 9:45 pm) Alaska Anchorage Seawolves women. 21 6:30, 6:45, 7:15, 7:30, 8:45, 9:00, 9:15, 9:30, 9:45 Butler Bulldogs. 23 THURSDAY, NOV. 23 UC Riverside Highlanders. 25 (Game times 5:30 & 8 pm) Women’s Scorecard. 27 4:30, 4:45, 5:00, 5:15, 5:30, 7:00, 7:15, 7:30, 7:45, 8:00 Women’s All-Time Results. 29-35 FRIDAY, NOV. 24 Women’s Shootout Records. 37 (Game times Noon, 2, 5:30 & 8 pm) Women’s All-Time Participation. 39 11:00, 11:15, 11:30, 11:45, 12:00, 1:00, 1:15, 1:30, 1:45, 2:00 / 4:30, Men’s Shootout History. 41-45 4:45, 5:00, 5:15, 5:30, 7:00, 7:15, 7:30, 7:45, 8:00 Seawolf Giant Killers & Shootout Legends. 47 Alaska Anchorage Seawolves men. 49 SATURDAY, NOV. 25 (Game times Noon, 2, 5:30 & 8:30 pm) California Golden Bears. 51 11:00, 11:15, 11:30, 11:45, Noon, 1:00, 1:15, 1:30, 1:45, 2:00 / 4:30, Hawaii Rainbow Warriors .
    [Show full text]
  • Anchorage School District Profile of Performance, 1998-1999. Assessment and Evaluation Report. INSTITUTION Anchorage School District, AK
    DOCUMENT RESUME ED 448 165 TM 031 801 AUTHOR Fenton, Ray TITLE Anchorage School District Profile of Performance, 1998-1999. Assessment and Evaluation Report. INSTITUTION Anchorage School District, AK. REPORT NO ASD-AER-99-6 PUB DATE 1999-09-00 NOTE 668p.; Cover page title varies slightly. AVAILABLE FROM Public Affairs Office of the Anchorage School District, 4600 De Barr Avenue, Anchorage, AK 99508. Tel: 907-269-2131. Web site for selected information: http://www,asd.k12.ak.us/Depts/Assess_Eval/. PUB TYPE Numerical/Quantitative Data (110) Reports Descriptive (141) EDRS PRICE MF03/PC27 Plus Postage. DESCRIPTORS *Academic Achievement; *Achievement Gains; Achievement Tests; College Entrance Examinations; Demography; Elementary Secondary Education; *Ethnicity; *Outcomes of Education; Parents; Profiles; Satisfaction; *School Districts; *Standardized Tests; Student Characteristics; Students; Surveys; Tables (Data); Teachers; Test Results IDENTIFIERS *Anchorage School District AK ABSTRACT The "Profile of Performance" is the Anchorage School District, Alaska, report card to the School Board and community on academic achievement. Part 1 of the report provides a summary of performance across the entire district on a variety of indicators of achievement. It includes an overview of district performance and an examination of the performance of students by ethnic and income groups. Part 2 looks at each of the more than 90 schools and programs in Anchorage, providing information on attainment of school goals, staff and student demographics, and the history of academic achievement at the school. The focus of this document is on the regular education program. It does not include the special education program; nor does it address the social or physical wellness of students other than through the end-of-year report card surveys.
    [Show full text]
  • 2020 -21 High School Student Handbook District Guidelines | Rights & Responsibilities Graduation Requirements
    2020 -21 High School Student Handbook District Guidelines | Rights & Responsibilities Graduation Requirements Students must complete 22.5 credits to receive a high school diploma. 1. English Language Arts (ELA) . 4 credits Four years of ELA are required: English I and II, and English III and IV or their equivalents 2. Social Studies . 4 credits World History, U.S. History, one semester of Alaska Studies, one semester of Economics, one semester of United States Government, one semester of a Social Studies elective. Students may waive the .5 credit social studies requirement by completion of Level III of a world language (ASL, Chinese, French, German, Japanese, Latin, Russian, or Spanish); immersion students may waive the .5 social studies requirement by completion of Japanese for Fluent Speakers I, Vistas Juveniles del Mundo Hispano, or Russian Immersion Youth and Culture. 3. Mathematics . 3 credits Six semesters of Mathematics electives. In order to satisfy the algebra requirements, students must complete one of the following options: Algebra I, semester 1 and 2; or Survey of Algebra, semester 1 and 2; or Credit-by-Choice Challenge by Examination. 4. Sciences . 3 credits Three years (six semesters) of science credit are required. Two semesters must be life science. Two semesters must be physical science. 5. Physical Education/Health Education . 1.5 credits Three semesters of physical/health education are required. A wide variety of courses are offered at each school. Elective credit must be earned to replace a Physical Education/Health Education requirement that is waived. A) Students may obtain a waiver of .25 of the physical education graduation requirement for each full season of ASAA-sanctioned sports participation within the Anchorage School District.
    [Show full text]
  • Five Issues of the Social S4ence Teacher Are Presented for 1976
    DOCUMENT RESUME ED 142 496 SO 010 201 TITLE The Social Science Teacher, Vol. 5, No. 2, Feb. 1976, Vol. 5, No. 3, April 1976, Vol. 5, No.4, June 1976, Vol. 6, No.1, October 1976 [And] Vol. 6, No. 2, November 1976. INSTITUTION Association for the Teaching of the Social Sciences (England). puB DATE 76 NOTE 241p.; For related documents, see ED 098 083, ED 098 117, ED 102 069, and SO 010 200-202; Not available in hard copy due to small type size of original documents EDRS PRIcE MF-$0.83 Plus Postage. BC Not Available from EDRS. DESCRIPTORS *Comparative Education; Curriculum; Demonstration Programs; *Educational Trends; Elementary Secondary Education; Foreign Countries; Gaules;- Learning Activities; *Periodicals; Program Evaluation; Social Change; *Social Sciences; *Social Studies; Sociology; *Teaching Methods; Textbooks; Values IDENTIFIERS England ABSTRACT All five issues of The Social S4ence Teacher are presented for 1976. They contain articles and resources for social science teaching on elementary and secondary levels in England. The February issue examines assessment of social science programs, the ideological potential of high sehool sociology, and an experimental program of ',linkage,' whereby students in twoschools teach each other by exchanging learning packages, Articles in the April issue focus on social change and social control as goals of studying society, usefulness of traditional standard examinations for new social science curricula, and an experimental sociology program which studies community rights. The June and October issues are special editions on school textbooks and curriculum projects, and games and simulations, respectively. The November issue includes articles on cultural studies and values education, and on teaching the conceptof role.
    [Show full text]
  • Revisiting Cebu's Dancing Prisoners
    Social Ethics Society Journal of Applied Philosophy Volume 5, Number 2, October 2019, pp. 133-161 Dance Music and Creative Resilience within Prison Walls: Revisiting Cebu’s Dancing Prisoners Menelito P. Mansueto Colegio de San Juan de Letran [email protected] Abstract Using Foucault’s concept of governmentality vis-à-vis Appadurai’s “global ethnoscapes” as frames, I argue for a techno-cultural dimension which brought forth the phenomenon of the “dancing inmates,” an argument against the charge of Filipino colonial mimicry of a Hollywood popular entertainment. Albeit the inmates’ dance routines indeed depict Foucault’s “docile bodies” in his analysis of the modern prison, as pointed out by critics, I am inclined to show how the internet mediation through social media networks awakened a culturally imbibed dance and musical character trait vis-à-vis the jolly cultural disposition of Filipinos. Thus, I view these characteristics as existential responses, hence, ‘creative resilience,’ to the inhuman incarcerating conditions of the prison life through using the art of dance with the aid of media technology. I argue on the role of the internet as the prisoners’ avenue to the outside world that was strategically deprived of them as a form of punishment, and the role of the internet as their last frontier to freedom and to realize their human potentials. Keywords: Colonial Mimicry, Panopticism, Spectacle of Power, Western Gaze, Global Ethnoscapes, Filipino Culture, Bisayan People © 2019 Menelito P. Mansueto ISSN: 2467-5784 134 Menelito P. Mansueto Introduction My initial interest in this topic was propelled by the idea of being able to catch a glimpse of the evolving identity of the Filipino as Filipino, particularly through the detainees of the Cebu Provincial Detention and Rehabilitation Center (CPDRC).
    [Show full text]
  • Municipality of Anchorage Anchorage Assembly
    MUNICIPALITY OF ANCHORAGE ANCHORAGE ASSEMBLY Minutes for Regular Meeting of March 21, 2000 1. CALL TO ORDER: The meeting was convened at 5:05 p.m. by Assembly Chairman Kevin Meyer in the Assembly Chambers, 3600 Denali, Anchorage, Alaska. 2. ROLL CALL: Present: Dan Kendall, Dan Sullivan, Dick Tremaine, Allan Tesche, Melinda Taylor, Kevin Meyer, George Wuerch, Anna Fairclough, Pat Abney, Fay Von Gemmingen, Cheryl Clementson. Absent: None. 3. PLEDGE OF ALLEGIANCE: The pledge was led by Mr. Sullivan. 4. MINUTES OF PREVIOUS MEETING: A. Regular Meeting - February 15, 2000 (Continued to 2-22-00) This item addressed later in the meeting. See after item 6. 5. MAYOR'S REPORT: None. 6. ADDENDUM TO AGENDA: Mr. Tesche moved, to amend the agenda to include the addendum items. seconded by Ms. Taylor, Chairman Meyer read the addendum items. Mr. Kendall moved, to add AR 200-78, regarding Beach Lake Park, to the agenda seconded by Mr. Wuerch, under item 7.C. and it passed without objection, Mr. Tremaine moved, to add AR 200-79, regarding school designs, to the agenda seconded by Mr. Tesche, under item 7.C. and it passed without objection, Question was called on the motion to amend the agenda to include the addendum items and it passed without objection, The Assembly then returned to item 4, Minutes of Previous Meetings. Mr. Tesche moved, to correct the minutes of the regular meeting of February 15, seconded by Ms. Taylor, 2000 on page 11, line 32, to reflect the correct maker of the motion to postpone action on AM 189-2000, if necessary.
    [Show full text]
  • 2017-18 ASD High School Program of Studies
    2017–18 High School Program of Studies GRADUATION REQUIREMENTS ___________________________ Students must complete 22.5 credits to receive a high school diploma. 1. English Language Arts (ELA). 4 credits Four years of ELA are required: English I and II, and English III and IV or their equivalents 2. Social Studies. 4 credits World History, U.S. History, one semester of Alaska Studies, one semester of Economics, one semester of United States Government, one semester of a Social Studies elective. Students may waive the .5 credit social studies requirement by completion of Level III of a world language (ASL, Chinese, French, German, Japanese, Latin, Russian, or Spanish); immersion students may waive the .5 social studies requirement by completion of Japanese for Fluent Speakers I, Vistas Juveniles del Mundo Hispano, or Russian Immersion Youth and Culture. 3. Mathematics . 3 credits Six semesters of Mathematics electives. In order to satisfy the algebra requirements, students must complete one of the following options: Algebra I, semester 1 and 2; or Algebra B, semester 1 and 2; or Algebra Survey, semester 1 and 2; or Credit-by-Choice Challenge by Examination. 4. Sciences. .3 credits Three years (six semesters) of science credit are required. Two semesters must be life science. Two semesters must be physical science. 5. Physical Education/Health Education. 1.5 credits Three semesters of physical education graduation requirements can be fulfilled by passing the required Lifetime Personal Fitness course plus .5 credit from the lifetime activity courses (noted as such in course listings) plus .5 additional credit from any physical education class. A) Students may obtain a waiver of .25 of the physical educa- tion graduation requirement for each full season of ASAA -sanctioned sports participation within the Anchorage School District.
    [Show full text]
  • 2014-ASAA-Cheerleading-Program
    Welcome from ASAA On behalf of the Alaska School Activities Sportsmanship Association Board of Directors and ASAA’s Creed corporate partners, welcome to the 2014 “This contest is being played First National Bank Alaska State High School under the author- Cheerleading Championship! ity of the Alaska School Activities Association. ASAA Student-athletes, we applaud your dedication rules provide for fair play and good to doing your best for yourself and for your sportsmanship school. Coaches, counselors and parents, among athletes and coaches. Since thank you for continuing to support interscho- booing and jeer- ing do not support lastic sports and activities. And, to the spec- anyone, we expect tators, we appreciate your being part of this fans to be positive in supporting their statewide championship event. favorite team with encouraging com- ments and cheers. Please refrain from words or actions that would reflect Gary Matthews, ASAA Executive Director negatively on your school and team. In other words, BE Table of Contents A FAN----NOT A Competition Schedule ............................ 3 FANATIC.” Team Rosters ................................... 7-17 About the Cover: Photos taken dur- ing the 2013 ASAA/First National Bank State High School Cheerleading Championship. Cheerleading Recordbook ................... 25 Photos by Kevin Lane Photography. 2014 Alaska High School State Cheerleading Championship 1 2 2014 Alaska High School State Cheerleading Championship Competition Schedule 2014 Alaska High School State Cheerleading Championship 3 Anchorage.net WELCOME CHAMPS CONGRATULATIONS ATHLETES! CROWN YOUR TIME IN ANCHORAGE WITH TICKETS TO A BIG GAME, LOCAL MUSEUMS OR THEATRES. CHECK OUT RESTAURANTS, SHOPS AND AREA TRAILS. FOR MORE FUN VISIT ANCHORAGE.NET/CHAMP 4 2014 Alaska High School State Cheerleading Championship 2014 Alaska High School State Cheerleading Championship 5 special.
    [Show full text]
  • An 8 Grade Goldenview Student Guide to ASD High School Programs
    High School th Incoming 9th grade An 8 Grade Student & Parent Nights Goldenview Student Guide South HS Freshman Fair to ASD Feb. 25th 6pm Student Tour to South High School March 5th South Counselors visit Programs Goldenview March 3rd 8249 - 8248 @asdk12.org - Grade: Service HS Grade: 742 th - th th 8 grade Parent night 742 8 7 th - Feb. 25 6pm 907 Student Tour to Service 907 bryers_kristi March 4th [email protected] Dimond HS Future Freshman Night Feb. 25th 6pm Goldenview Counselor Contact Information Contact Counselor Goldenview Online Zone Exemption & Lottery System: www.asdk12.org/welcome/lottery/ Deadline: March 19th t by 5pm For more information: https://apps.asdk12.org/forms/uploads/H Sprogram.pdf South High School Service High School Dimond High School Project Lead the Way Engineering Pathway Service Biomedical Career Academy (BCA) Engineering Academy The Project Lead the Way Pathway to Engineering The Biomedical Career Academy at Service aims to The DHS Engineering Academy is designed to program is a sequence of courses, which follows a prepare students for a successful career in the prepare for a two-year or a four-year engineering proven hands-on, real world problem solving healthcare industry. Classes focus heavily on degree program. Five engineering courses follow approach to learning. Students learn and apply the rigorous academics within a traditional curriculum, the Project Lead the Way (PLTW) curriculum that design process, acquire strong teamwork and integrating healthcare and medically based activities may qualify for articulated agreements with communication proficiency and develop within the classroom and community. Students have universities in Alaska and across the United States.
    [Show full text]
  • Candidates: US Presidential Scholars Program -- May 9, 2017
    Candidates for the U.S. Presidential Scholars Program January 2017 [*] One asterisk indicates a Candidate for U.S. Presidential Scholar in the Arts [**] Two asterisks indicate a Candidate for U.S. Presidential Scholar in Career and Technical Education [***] Three asterisks indicate a Candidate for U.S. Presidential Scholar and U.S. Presidential Scholar in the Arts [****] Four asterisks indicate a Candidate for U.S. Presidential Scholar and U.S. Presidential Scholar in Career and Technical Education Alabama Laine Alby, Mtn Brook - Mountain Brook High School Chase Alldredge, Munford - Munford High School Emily Amin, Locust Fork - Alabama School of Fine Arts Serin Baek, Dothan - Dothan High School Margaret Baldwin, Birmingham - Spain Park High School Cecilia R. Ballinger, Vestavia - Shades Valley High School Jase A. Bell, Madison - James Clemens High School Noah Biblis, Auburn - Auburn High School Simeon Bowden, Andalusia - Andalusia High School Ann C. Braswell, Cullman - Cullman High School Joshua S. Breckenridge, Montgomery - Loveless Academic Magnet Program High School Laura E. Breckenridge, Birmingham - Mountain Brook High School Jack Broom, Deatsville - Holtville High School George C. Brown, Decatur - Decatur High School Jackson T. Burrow, Decatur - Decatur High School Lauren Chambliss, Prattville - Prattville High School Greta Y. Chen, Vestavia - Vestavia Hills High School Steve M. Chen, Spanish Fort - Bayside Academy Daniel L. Corbett, Salem - Lakeview Christian Home School Madeline Cox, Killen - Lauderdale County High School Claire Crane, Decatur - Decatur High School Hunter Cunningham, Montevallo - Kingwood Christian School Mackenzie L. Dotson, Trussville - Hewitt-Trussville High School Ryan Dunkle, Phenix City - Central High School Richard I. Feig, Mountain Brk - Mountain Brook High School Allan Feng, Birmingham - Vestavia Hills High School Grace Friedman, Birmingham - Spain Park High School Braden P.
    [Show full text]