Types of Examination QuestionsThe Use of Different Types of Thought Questions in Secondary Schools and Their Relative Difficulty for Students. Walter S. Monroe , Ralph E. Carter

1923 ◽  
Vol 31 (6) ◽  
pp. 479-479
Keyword(s):  
Secondary Schools ◽  
Relative Difficulty ◽  
Different Types

Optimization of Electrical Energy Usage in Two Secondary Schools Using Different Types of Glass Materials

2017 ◽  
pp. 616-625
Author(s):  
M.d. Gholam Yazdani ◽  
M.d. Abdus Salam ◽  
Quazi Mehbubar Rahman ◽  
Raadhiya Sofri ◽  
Azrieka Kamal
Keyword(s):  
Secondary Schools ◽  
Electrical Energy ◽  
Energy Usage ◽  
Different Types

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

scholarly journals PREVALENCE OF SCHOOL VIOLENCE IN GOVERNMENT AND PRIVATE SECONDARY SCHOOLS IN CHANDIGARH

2021 ◽  
Vol 9 (09) ◽  
pp. 05-17
Author(s):  
Anuradha Sharma ◽  
◽  
Surbhi a ◽  
Keyword(s):  
Secondary Schools ◽  
School Violence ◽  
Student Teachers ◽  
Private Schools ◽  
Policy Makers ◽  
Different Types ◽  
Forms Of Violence

Violence in schools is a pervasive problem and one that requires greater attention from educators, policy makers, and researchers. The present study aimed at finding the rate of prevalence of different types of violence such as student to student, teachers to the student, and student to teachers in government and private schools. For this data was collected from the students of government and private schools of Chandigarh. It was found that the rate of school violence was high in both government and private schools. The details of various forms of violence have been given in this paper. In the end, a few recommendations have been suggested to prevent it.

scholarly journals A Study of the Phenomenon of Bullying in Public Sector Secondary Schools in Gilgit, Gilgit-Baltistan

2021 ◽  
Vol VI (I) ◽  
pp. 361-368
Author(s):  
Kamal Ud Din ◽  
Mahvish Fatima Kashif ◽  
Maisam e Tammar
Keyword(s):  
Public Sector ◽  
Secondary Schools ◽  
School Children ◽  
Self Esteem ◽  
Structured Interview ◽  
Education Level ◽  
Older Students ◽  
Different Types ◽  
Bullying Behavior ◽  
Gilgit Baltistan

The purpose of this study was to assess teachers' understanding of the phenomenon of bullying and bullying-victim students' experiences in three public sector secondary schools in Gilgit, GB, Pakistan. Data were collected using a semi-structured interview and informal interactions with four teachers and three students. Teachers knew bullying as violence inflicted upon weaker students by older students. They seemed to be unsure of what includes 'bullying'. Resultantly, Rules and regulations at school with regard to bullying were also unclear. Many behaviors defined as 'bullying' in literature were ignored and accepted as a common form of behavior among school children. Parents' education level and social status indicated a relationship with bullying behavior. The victims, usually unheard of, also mentioned that they were teased by bullies more frequently, threatened with different types of further abuse if they reported to teachers or parents. They felt afraid, stressed, demotivated, felt low self-esteem, depressed. It is recommended that bullying should be curbed from the very beginning whenever noticed. Explicit strategies and their promulgation within the school should be in place.

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