Unifying Secondary School and Junior College

1938 ◽  
Vol 9 (2) ◽  
pp. 68
Author(s):  
A. J. Brumbaugh
Keyword(s):  
Secondary School ◽  
Junior College

AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN CULTURAL KNOWLEDGE AND SOCIALIZING ABILITY OF THE HIGHER SECONDARY SCHOOL STUDENTS OF AURANGABAD CITY

2016 ◽  
pp. 158-170
Author(s):  
Suhail Ahmed Khan
Keyword(s):  
College Students ◽  
Secondary School ◽  
Cultural Identity ◽  
Junior College ◽  
Cultural Knowledge ◽  
Cultural Education ◽  
School Students ◽  
Multiple Cultures ◽  
Junior College Students ◽  
The Relationship

In a globalized society the existence of multiple cultures has become an inevitable social phenomenon. The traditional society is threatened and this offers many challenges for cultural identity in education. In other words we should change mono-cultural education into multi-cultural education and should adhere to the principle of 'harmonious but different' in practice. We can improve socializing ability in students by educating them through cultural knowledge. This study is an attempt to explore the relationship between cultural knowledge and socializing ability of junior college students of Aurangabad city. The study was conducted on 200 junior college students of Aurangabad city. The results reveal that there is a moderate but substantial relationship between cultural knowledge and socializing ability. However, no significant differences on different factors of cultural knowledge and socializing ability between male and female junior college students of Aurangabad city were observed.

The place of probability and statistics in the mathematics curriculum of the senior high school and junior college

1961 ◽  
Vol 54 (5) ◽  
pp. 316-320
Author(s):  
H. E. Williams
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Curriculum ◽  
Junior College ◽  
Senior High School ◽  
School Level ◽  
Secondary School Level ◽  
Probability And Statistics

Should probability and statistics be offered at the secondary-school level? If so, how much emphasis should be given?

Hegel Writes the Propaedeutic

1988 ◽  
Vol 9 (01) ◽  
pp. 20-31
Author(s):  
Leo Rauch
Keyword(s):  
Secondary School ◽  
Social Values ◽  
Social Reality ◽  
Junior College ◽  
The Other ◽  
Creative Activity ◽  
Science Of Logic ◽  
Social Morality ◽  
World Vision ◽  
School Teaching

What is remarkable about Hegel's creative activity (in the period 1808-12) is the diversity of its contrasts: his thinking and writing of The Science of Logic was going on while he was caught up in the daily tasks of newspaper editorship and then of school-teaching and administration. The contrast is enhanced if we include his Philosophical Propaedeutic here, and place it against The Science of Logic. (We can regard them as having been written almost simultaneously.) The latter book is intended for the learned specialist, and is concerned with elucidating the ultimate structure of reality in the most abstract terms. As a work of philosophy it is technical to an extreme; it is his most recondite work, making no concessions to the difficulties a reader might encounter. The Philosophical Propaedeutic, on the other hand, is intended for the student at secondary school and junior college, and is concerned in part with the concrete social values embedded in social morality and religion. As a work, it is entirely accessible and “open”, and it represents Hegel's attempt to lead his students from their view of the immediate social reality up to an all-encompassing world-vision. (There is a further contrast in the fact that it was not written as a book at all, but as a series of lecture-notes, and was put together as a book by Karl Rosenkranz, nine years after Hegel's death.) Obviously it was because there was no university post for him that he accepted the position of Rector and Professor of Philosophy at the Aegidien Gymnasium in Nuremberg, in 1808. Yet his acceptance was not accompanied by the attitude of faute de mieux -- as though “the speculative Pegasus were being harnessed to the wagon of schoolwork.”

scholarly journals Challenges for First Time GIS User among Student Teachers

2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Mengieng Ung
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Primary School ◽  
Student Teachers ◽  
Professional Learning ◽  
Prior Experience ◽  
Temporal Distribution ◽  
Junior College ◽  
Thematic Maps ◽  
Number Of Classes

<p><strong>Abstract.</strong> National Institute of Education (NIE), Singapore is a national teacher education institute with a mission to excel in teacher education and educational research. It is where student teachers in Singapore are trained. Its program consists of undergraduate, higher degrees and professional learning. Geography as a discipline is offered under the Humanities and Social Studies Education (HSSE) an academic group at NIE.</p><p>An Introduction to GIS course has been offered to second-year pre-service undergraduate and the higher degree level in-service Geography student teachers (STs) at HSSE/NIE. There are a total of 14 STs (eight pre-service and six in-service) aged between 19 and 32 years old. Pre-service STs will become a primary school, secondary school or junior college teachers once they graduate from the undergraduate program from NIE. In-service STs are currently teachers at the above-mentioned education institutions. They are returning to NIE for the higher degree program. They all had no prior experience with GIS. Key GIS theories and techniques including data models, map projection and GPS, spatial join, geo-processing, geo-referencing and digitizing were introduced to them throughout the course.</p><p>Assignments were given to students to work individually as part of the assessment components. Assignments asked them to create thematic maps showing spatial and temporal distribution of the world’s total fertility rates (TFR), issues in Economic Geography and Education related issues by applying GIS theories and techniques learned during the lectures. Upon submitting each assignment, STs were asked to indicate the challenges encountered while completing the assignments and suggestions to solve their problems.</p><p>The major set challenge for STs was downloading, cleaning, joining table and understanding the attribute tables. STs, especially those who had limited prior experience working with the dataset, found the above-mentioned tasks to be problematic and confusing all together. Those STs had a hard time applying those steps when they need to do the assignment, which required starting the process from scratch.</p><p>In order to avoid under or over-representation, almost all STs expressed major challenges when it comes to choosing color and number of classes for choropleth maps. STs further emphasized that it required them to know beyond GIS skills in order to make thematic maps meaningfully. For instance, in order to showcase TFR, one needs to understand that TFR of 2.1 is the replacement rate, TFR of 1.5 or below is considered low or in danger in terms of population growth. Therefore, one needs to take those factors into consideration when choosing the cutoff points and the total number of classes.</p><p>To overcome those challenges, a series of suggestions were provided by STs. For instance, more practices and more exercises of the same nature, pair or group work instead of individual work, allocate more time for each assignment, both instruction manual and video tutorials are needed.</p><p>This exercise pedagogically provides both STs and me, the instructor, a fresh perspective when it comes to teaching GIS to students. As an instructor, I need to strike the balance between concepts and practices. Furthermore, I need to take student’s profiles and prior knowledge into account when planning my lectures in order to leave no one behind. Understanding both concepts and practices of GIS in crucial for STs because they will be teaching GIS upon completing the course. Integration of GIS into primary school, secondary school and junior college will be part of Singapore’s smart nation initiative.</p>

Junior College Mathematics in View of the President's Report

1950 ◽  
Vol 43 (4) ◽  
pp. 149-152
Author(s):  
Houston T. Karnes
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Junior College ◽  
School Program ◽  
General Curriculum ◽  
Student Body ◽  
Small Church ◽  
Senior College ◽  
Church School ◽  
The One

Most junior college teachers are conversant with the development of the junior college in this country, as well as the controversy with regard to its relationship to the secondary school on the one hand and to the senior college on the other. The junior college is relatively new and the debates have been frequent and long over its classification and the curriculum it should offer. Being new was not the only reason for the controversies; the fact of variation in type had a great deal to do with it. There was the so-called finishing school for women, the small church school, the state school serving as a feeder for its university, and the schools which were formed simply by adding two years to the existing secondary school program. This variation in type hindered the formulation of general curriculum patterns. Beyond this the junior college, formed by adding two years of work to a secondary school program, had the most difficult problems in its heterogeneous student body—that is, students who were planning to go on to a senior college and those who were ending their formal education with the fourteenth year.

Compound Growth And Related Situations: A Problem-Solving Approach

1982 ◽  
Vol 75 (8) ◽  
pp. 640-644
Author(s):  
Francisco Soler ◽  
Richard E. Schuster
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Secondary School ◽  
Junior College ◽  
College Preparatory ◽  
College Curriculum ◽  
College Preparatory Mathematics ◽  
Practical Mathematics ◽  
College Preparatory Curriculum ◽  
Mathematical Applications

In the traditional secondary school and junior college curriculum, “practical mathematics” and “college preparatory mathematics” have been treated as non- overlapping courses. Topics that are common mathematical applications have been relegated to courses that are remedial in nature. The outcome is quite predictable: mathematical modeling and the development of algorithms are almost totally ignored and results are presented in cookbook form. As a consequence, two things occur: students in the typical college preparatory curriculum miss being exposed to many practical aspects of mathematics, and students in non-college preparatory courses miss being exposed to the thrill of making mathematics. This latter group frequently believes that mathematics is the use of magic formulas that capriciously appear to work.

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