History, Trend and Subjects of Historical Studies about Part-time Course in High School: For Historical Study about Culture of Students going to Part-time Course in High School

2009 ◽  
Vol 16 (16) ◽  
pp. 91-103
Author(s):  
Takashi Maeda
Keyword(s):  
High School ◽  
Time Course ◽  
Historical Study ◽  
Part Time

Contemporary Trends in PSW Teaching: Challenges and Opportunity to Expand

2018 ◽  
Vol 9 (2) ◽  
pp. 60
Author(s):  
Kamlesh Kumar Sahu
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Time Course ◽  
Full Time ◽  
Private Institutions ◽  
Centre Of Excellence ◽  
Part Time ◽  
The Government ◽  
National Mental Health ◽  
Psychiatric Social Work

Psychiatric Social Work teaching has completed seven decades in India which was started with master course in medical and psychiatric social work at Tata Institute of Social Sciences, Mumbai in 1948 followed by various schools of social work across the country but unfortunately even after two year full time or part time course they are not counted as a mental health professional; still they need two more years of specialized training in mental health as Master of Philosophy in Psychiatric Social Work (M.Phil. PSW) which was offered in just a few institutions. Recently the Government of India formulated manpower development schemes under the national mental health programme to address the shortage of men power in mental health. Under this scheme, 25 centre of excellence in mental health are already stabilised and various post graduate departments were upgraded and M.Phil. PSW course is started or will be started. This figure is in raise in Government intuitions and few private institutions also. The prominence of social work in mental health is expected to enhance by this effort as highly trained social workers will be available to practice in the mental health field but there are some challenges to overcome to get the maximum outcome from this opportunity to expand.    Keywords:Psychiatric social work, mental health, men power development, India  Â

Erratum

1964 ◽  
Vol os-7 (1) ◽  
pp. 55-55
Keyword(s):  
High School ◽  
Secondary Teachers ◽  
Teachers College ◽  
Part Time

In his article in Vol. VI, NO. 3, Mr. D. Hickman should have been designated “Teacher, Fitzroy High School”. His work at the Secondary Teachers' College, Melbourne, was that of Assistant, Part-Time.

Predictors of College Success Outcomes in Emerging Adults: The Role of High School Dual Enrollment Courses

2020 ◽  
pp. 216769682091663
Author(s):  
Kristen P. Kremer
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Emerging Adults ◽  
Dual Enrollment ◽  
Time Course ◽  
College Success ◽  
Full Time ◽  
Remedial Coursework ◽  
Nationally Representative

The current study seeks to identify the role of dual enrollment participation on college outcomes among emerging adults. Data were used from the nationally representative High School Longitudinal Study of 2009. Propensity score matching matched students who did and did not take dual enrollment courses in high school. Logistic regression analyses predicted college success from dual enrollment participation. Youth who took dual enrollment courses had an increased odds of attending college ( OR = 1.40, SE = .05), persisting in college ( OR = 1.40, SE = .06), and taking full-time course loads ( OR = 1.32, SE = .06). They were less likely to attend a 2-year institution ( OR = 0.75, SE = .05) and take remedial coursework ( OR = 0.70, SE = .05). Interactions by race and socioeconomic status found dual enrollment participation to be more strongly associated with remedial coursework for students from lower socioeconomic status households ( OR = 0.83, SE = .08). Further research should explore policies surrounding access to dual enrollment courses and strategies for increasing participation in dual enrollment courses.

MATHEMATICALLY ABLE GIRLS: A Special Challenge

1981 ◽  
Vol 28 (6) ◽  
pp. 22-23
Author(s):  
Lynn Fox
Keyword(s):  
High School ◽  
Advanced Placement ◽  
College Courses ◽  
School Program ◽  
College Credits ◽  
Career Plans ◽  
Part Time ◽  
Special Challenge ◽  
Time Basis ◽  
Mathematically Talented

Susan and Ted were identified as mathematically talented when they were in the seventh grade. Ted began to accelerate his educational progress and completed a four-year high school program in three years. At age seventeen he entered a university with sophomore standing. He had acquired a year's worth of college credits by taking the Advanced Placement program's examinations in several subjects and college courses on a part-time basis while in high school. He is planning a career in electrical engineering. Susan, on the other hand, did not accelerate her progress in school and did not elect a physics or calculus course in her junior or senior years of high school. Her career plans are vague and she is not excited about going to college.

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