Arithmetic in The Junior High School

1925 ◽  
Vol 18 (2) ◽  
pp. 111-118
Author(s):  
Lewis W. Colwell
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Other ◽  
Social Nature ◽  
Other Hand ◽  
Good For ◽  
Set Up ◽  
The One

The curriculum of the junior high school must be determined on the one hand by the needs of a developing civilization and on the other by the nature and capacities of developing youth. These two criteria of worth are by no means opposed to each other. They constitute no bifurcated demand. They set up no dilemmas. For every child is born into organized society on the one hand and becomes a duly constituted member thereof, while on the other hand he possesses a social nature that fits him into the world's work just in the measure that he finds himself. It is perhaps not far afield to say that all friction due to anti-socialistic tendencies is a maladjustment of individuals who have not discovered what they are good for.

scholarly journals Conformity of English Textbooks for Seventh Grade with Curriculum 2013

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Athia Fidian ◽  
Nanik Supriani
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Evaluation Research ◽  
The Other ◽  
Seventh Grade ◽  
English Curriculum ◽  
Other Hand ◽  
English Textbooks

This research is aimed to find out the conformity between the materials in the English textbooks for the seventh grade Junior High School with the basic competences in the syllabus of English Curriculum. This research belongs to an evaluation research. In this study, four kinds of English textbook for the seventh grade of junior high school; ‘When English Rings The Bells’, ‘Let’s Speak English’, ‘Bright’, and ‘Headline English’, were  analyzed  based on 2013 English curriculum. The instruments used in this research was a checklist on teachers’ interview and also students’ interview. The data in this research were analyzed by using 14 criteria according to Tomlinson (2008) to evaluate the course book. Findings show that the materials in the textbooks do not conform to the basic competences in the syllabus. This study shows that not all the content of the textbooks conform to the basic competences in the syllabus of English Curriculum 2013. Beside that some of books also don’t meet the learners want and need. Another finding is that those books had its strengths and weaknesses. Those books provide varied activities and texts and develop character buildings. Besides, they are visually attractive. On the other hand, they did not include material for pronunciation.

scholarly journals THE EFFECT OF DRILLING TOWARD STUDENTS VOCABULLARY IN SIDOMUKTI VILLAGE GRESIK

2021 ◽  
Vol 3 (1) ◽  
pp. 697
Author(s):  
Gadis Dinda Finissha ◽  
Nisa Fitri Amalia ◽  
Slamet Asari ◽  
Andi Rahmad Rahim ◽  
Sukaris Sukaris ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Research Method ◽  
Junior High ◽  
Second Grade ◽  
Classroom Activity ◽  
Drilling Method ◽  
Post Test ◽  
The One

The aims of this study to know student vocabulary through drill vocabulary on second grade Elementary school in Sidomukti village, Kebomas Gresik. The participant from Elementary School until Junior high school and the enthusiastic of participant is good around 25-30 in every meeting.  Classroom activity was made fun but still get knowledge through game and material worksheet based on topic. Then drilling  method that is applied in the classroom, students not only listen theory but try to answer question in worksheet. Researcher want to make more relaxed learning atmosphere in every meeting in order to student did not bored, researcher try to guide student from worksheet to increase their  vocabulary. Vocabulary is the one of focus in this learning, their ability in vocabulary is variative because they are from different level Elementary School and Junior High School. Every meeting we try to drill their vocabulary so we hope their vocabulary increase step by step. We try to drill their vocabulary in every meeting to recognize some of vocabulary related with the material and  also try  to make student motivated for answer the question. This research method using pre-test and post-test for retrieve data .The result from this learning is participant happy and enjoy, their vocabulary ability and their vocabulary increase also. 

scholarly journals Haurtzaroko sexu abusuak: prebentzio programa baten eraginkortasuna frogatzen

2019 ◽  
pp. 94-114
Author(s):  
Ane Díez ◽  
Zuriñe Gaintza
Keyword(s):  
Sexual Abuse ◽  
The Other ◽  
Educational Project ◽  
Other Hand ◽  
Post Test ◽  
Set Up ◽  
The One ◽  
Protective Behaviours

This study assesses how knowledge about protective behaviours against sexual abuse changes among 6 to 7 year-olds 22 girls and boys, after implementing the programme “Grita muy fuerte" (Shout out loud). The program is developed over 5 weeks in sessions of 60 minutes per week. In order to determine the effect of it, an evaluation is carried out with pre-test and post-test measures included in the program itself. According to the results, on the one hand, all students improve their knowledge of protective behaviours against sexual abuse and, on the other hand, in terms of gender, girls have greater knowledge than boys. It is concluded that the programme is effective in increasing awareness of protective behaviours against sexual abuse and that it is therefore advisable to set up this type of experience as part of the schools' educational project.

Caring Conversations

2001 ◽  
Author(s):  
Theresa Cryns ◽  
Marilyn Osborne
Keyword(s):  
High School ◽  
Small Group ◽  
Junior High School ◽  
School Counselor ◽  
Junior High ◽  
The Other ◽  
Classroom Structure ◽  
Whole School ◽  
Exceptional Teachers ◽  
Working Together

One thing that characterizes the OC is the respectful way OC teachers talk with kids. When two former OC teachers who had moved and now teach in different schools viewed a videotape of one of them teaching, the other was struck with how, after many years apart from each other, they still talk to kids the same way. Respectful conversations happen in the OC and in other schools where many exceptional teachers reach out and make connections with students. An OC teacher recounted an event that illustrates the contrast with other ways of interaction: . . . When a junior high school counselor came to register the kids in my room for junior high the next year, there was not an available table where she could sit with a small group. So I said, “Just a minute, I'll get you a space.” I asked a few kids who were working together at a table if we could use it for a while and then they could have it back. We teased each other a little and then the kids packed up their supplies and moved to work on the floor. The counselor said, “Is that how you talk to kids usually?” I said yes. She told me that in her school adults didn't treat kids like that at all— “There's hardly anyone who would have fun with kids, or even ask them for the table.” I was so stunned, I asked her what she would have done in that situation. She said she would have told them to just “move out, I need the table.” So there would have been no conversation. I asked her if that was the way the whole school interacted with children, and she said there was one person who talked just like me, and it turned out to be a former OC co-oper who now teaches there. . . . If the classroom structure allows conversations, people can learn to converse with respect. Children themselves can play a role in helping adults communicate with them.

Group Insolvencies

2016 ◽  
Author(s):  
Reinhard Bork ◽  
Renato Mangano
Keyword(s):  
The Other ◽  
Limited Extent ◽  
Specific Policy ◽  
Policy Choices ◽  
Cross Border ◽  
Other Hand ◽  
The World ◽  
Set Up ◽  
The Many ◽  
The One

This chapter deals with European cross-border issues concerning groups of companies. This chapter, after outlining the difficulties encountered throughout the world in defining and regulating the group, focuses on the specific policy choices endorsed by the EIR, which clearly does not lay down any form of substantive consolidation. Instead, the EIR, on the one hand, seems to permit the ‘one group—one COMI’ rule, even to a limited extent, and, on the other hand, provides for two different regulatory devices of procedural consolidation, one based on the duties of ‘cooperation and communication’ and the other on a system of ‘coordination’ to be set up between the many proceedings affecting companies belonging to the same group.

scholarly journals Petru Negură, De la o “eliberare” la alta. Scriitorii basarabeni în primul an de putere sovetică (1940-1941): strategii de integrare și forme de încadrare / From a ‘Liberation’ to Another. The Bessarabian Writers During the First Year of Soviet Power (1940-1941): Integration Strategies and Forms of Exclusion

2015 ◽  
Vol 3 (1) ◽  
pp. 67-89
Keyword(s):  
The Other ◽  
First Year ◽  
Soviet Power ◽  
Cultural System ◽  
Jewish Origin ◽  
Other Hand ◽  
Institutional Structures ◽  
Integration Strategies ◽  
Set Up ◽  
The One

The dual aim of this article is, on the one hand, to identify Bessarabian writers’ individual and group rationale to stay in the territory occupied by the Soviet authorities after 28 June 1940 and, on the other hand, to analyse the institutional mechanisms set up by the Soviet authorities (namely the Moldovan Writers Union (MWU) and AgitProp) to integrate these writers into the Soviet cultural system. The three groups of Bessarabian writers remaining in the annexed territory (the ‘regionalists’ from Viaţa Basarabiei journal, the writers of Jewish origin and the formerly ‘underground’ (pro-Communist) activists) intersected and overlapped, since the writers’ interests were often multiple. At the same time, the strategies implemented by the Soviet authorities to enrol Bessarabian writers into the Soviet institutional structures followed a binary and apparently contradictory rationale, of inclusion (of candidates deemed suitable for the aspiring status) and exclusion (of those who did not correspond to the criteria of political probity).

scholarly journals The sociological paradox of chess: the transclass distinction of the game of kings

2020 ◽  
pp. 49-64
Author(s):  
Krzysztof Olechnicki
Keyword(s):  
Social World ◽  
The Other ◽  
Sport Science ◽  
Social Nature ◽  
Other Hand ◽  
The One ◽  
Class Distinction

The article deals with the sociological paradox of chess. On the one hand, this game gives people who belong to its social world a kind of desirable distinction, but on the other hand this distinction is not connected with the class position. In Pierre Bourdieu’s terms, if we treat chess as part of the sports field, then class distinction should be interconnected with it. Why is chess extremely popular and widespread, and therefore egalitarian, although it seems to be an excellent instrument for increasing class advantage? What makes so many people play chess, and how does chess confer the transclass distinction upon them? In answering these questions I will focus on the accessibility and openness of chess, its social nature, the totality of chess experience and the impossibility of defining it within one field: sport, science or art, and – last but not least – on the possibility of manipulating chess’s illusio.

Does Whatsapp Use by Female Students Ruin Their Morality?

2018 ◽  
pp. 840-853
Author(s):  
George Anderson Jr.
Keyword(s):  
High School ◽  
Social Media ◽  
Junior High School ◽  
Junior High ◽  
Female Students ◽  
Moral Life ◽  
The Other ◽  
Moral Foundations ◽  
Social Media Platforms

Many different social media platforms exist today. Some are, but not limited to Facebook, Flicker, Twitter, Instagram, Badoo, Skype, and Whatsapp. Of these applications, research has proven that majority of the world's population patronise the Whatsapp messenger more than the other apps. Secondly, students are noted to be the main patronisers. Nonetheless, since research has proven that students are the main subscribers to Whatsapp use globally, there is the need to examine the effects associated with its use. In this regard, the question the paper raises is, does Whatsapp use by JHS female students ruin their morality or moral life? The findings of the paper inform its conclusion that the use of Whatsapp by Junior High School female students negatively affects their morality/moral foundations. This is because the paper revealed that about 90% of the Junior High School female students who use Whatsapp mostly exchange pornographic materials, abusive contents and engage in unhealthy acts (e.g. phone sex) with their peers who are online. The consumption of these contents has introduced them to the practice of some social vices of which they were naïve about before their contact with the app.

scholarly journals THE LOSER LEAVES (ROME'S LOSS): UMBRICIUS' WISHFUL EXILE IN JUVENAL, SATIRE 3

2015 ◽  
Vol 65 (2) ◽  
pp. 773-787 ◽  
Author(s):  
Tom Geue
Keyword(s):  
Golden Age ◽  
The Other ◽  
Other Hand ◽  
Mock Epic ◽  
Set Up ◽  
The One

Juvenal's third satire is a privileged piece of verbal diarrhoea. As the longest satire in Juvenal's well-attended Book 1, as the centre of this book, and as the one Juvenalian jewel that sparkles ‘non-rhetorically’, it has always been the critics’ darling. Its protagonist, on the other hand, has not always been so popular. Recently, reader sympathy for old Umbricius (the poem's main speaker) has shifted to laughter in his face; the old sense of ‘pathetic’ has ceded to the new. One of the central strategies of the ‘Umbricius-as-caricature’ camp has been to point to the overtime worked by ‘mock-epic’ in this poem: Umbricius self-inflates to become another Aeneas, fleeing a crumbling Troy (Rome). But an oppositio is wedged in imitando. Umbricius makes his lengthy verbal preparations to depart from Rome for Cumae; Aeneas had come to Rome through Cumae. Umbricius withdraws to set up shop in the meagre countryside; Aeneas had escaped to cap his exile teleologically with the (pre-foundation of the) Greatest City That Will Ever Be. Still, Virgil's paradigm tale of displacement, drift and re-establishment underlies Umbricius' self-definition as an exile. Indeed exile, with a large and ever-increasing stock of mythical and historical examples, was a situation ripe for self-mythologizing. Umbricius stands in Aeneas' shadow then, standing it on its head. His recession also makes him into a Iustitia/Dikē figure, the final trace of the golden age, off to alloy himself elsewhere. In his mind, exile is rationalized by distinguished past examples; in ours, we laugh at how disparate example and man really are. That side of Umbricius has been done to death; or at least, for present purposes, to exile.

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