A Sane Competitive Program for Junior High School Boys

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

This study examines the relationships among the school intellectual capital,the school innovation management and school competitiveness of the elementary and junior high schools, the brand-molding, and the differences of school competitiveness. The research subjects are the principals, directors, low leader and teachers of th Yilan County junior high and elementary schools. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the focus group interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, for the junior high and elementary schools , and teachers. Based on previous researches, a research theoretical scaffolding was built with the focus group analysis technique. The questionnaire of the school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools, was used to draw random samples of the 1,006 principals, directors, low leader and teachers of the Yilan County. There were 886 effective questionnaires. The dada was analyzed by the Windows SPSS 18.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools. Analysis of variance and the Scheffe method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school competitiveness, school intellectual capital,the school innovation management. Stepwise multiple regression analysis was used in analyzing school intellectual capital,the school innovation management and the school competitiveness. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions： 1. Schools intellectual capital, innovation management research for school competitive with the times, the value and applicability. 2. Schools intellectual capital, innovation management and development of the school competitive with theoretical support. 3. Master dissertation domestic capital for innovative business school research and competitive intelligence school, are taking a positive conclusion. 4. The elementary and junior high schools intellectual capital, innovative business schools, schools at all levels are competitive and are performance level. 5. Performance in terms of male educators school intellectual capital, senior and young teachers, principals, and full-time or subject teachers, new schools and a short history of the school educational personnel, representing a higher level of consciousness of other educational personnel. 6. Higher principals than other educational personnel at the school level of perceived innovation management. 7. The degree of intellectual capital, the higher the degree of innovative business schools, their schools more competitive good. 8. Elementary, city (towns and villages) Center Area and mountainous and remote areas, relationship capital, the higher the degree of schools' competitiveness of its high schools. 9. Educators 'Masters and Ph.D.' qualifications, the lower level of consciousness competitiveness. 10. The higher the degree of intellectual capital schools, their school innovation more favorable operating performance. 11. Young and senior education officers perceived a higher degree of innovative business school, rural areas schools, moderate size of the school, the school innovation more favorable operating performance. 12. The elementary and junior high schools intellectual capital of highly positive correlation between the level of competitiveness and schools at all levels. 13. The elementary and junior high schools innovation management of highly positive correlation between the level of competitiveness and schools at all levels. 14. The elementary and junior high schools at all levels of intellectual capital and innovation management schools reached a high positive correlation between the levels. 15. The elementary and junior high schools explanatory power of intellectual capital on highly competitive schools predictive power. 16. The elementary and junior high schools to explain the power of innovative business school is highly competitive predictive power. 17. The elementary and junior high schools to explain the power of intellectual capital is a highly innovative business schools predict. 18. The elementary and junior high schools relational model of intellectual capital, innovation management and competitiveness in school, school innovation management as a mediator. Another study based on the conclusions put forward concrete proposals to enable the competent educational authority, the national primary and secondary schools, teachers and researchers subsequent reference.

Purpose: Obtaining high peak bone mass (PBM) and maintaining bone mass is important for the prevention of osteoporosis. This study aimed to examine the regional differences in bone mineral density and factors associated with its acquisition from exercise. Design: The study population included 75 women of 18 - 22 years of age in East Japan and 104 women of 18 - 27 years of age in West Japan. The speed of sound (SOS) of the calcaneus was measured, and the young adult mean (%YAM) was calculated from the SOS. The subjects’ medical history, family history of osteoporosis, and exercise habits were examined using a self-administered questionnaire. Results: There were a significantly greater number of subjects with low %YAM in West Japan. The exercise history and exercise time were significantly higher in West Japan, and the exercise intensity score tended to be higher in East Japan during junior high and high school. A multiple regression analysis by region revealed that the following factors had a significant positive association with the SOS: exercise intensity at elementary school and outdoor sports at junior high school in East Japan; and exercise time at elementary school, muscle mass, and outdoor sports at junior high school in West Japan. On the other hand, exercise time in junior high school in West Japan showed a negative association with the SOS. Conclusions: Regional differences in bone mineral density existed, suggesting a trend toward lower bone mineral density in West Japan. Exercise history and time tended to be higher in West Japan, and exercise intensity scores tended to be higher in East Japan, suggesting that exercise intensity may be more important than exercise time for obtaining bone mineral density.

This study aims to describe Guidance and Counseling (BK) held in Junior High School (SMP) and Senior High School (SMA). The results showed: (1) Junior High School (SMP), (2) Senior High School (SMA), (3) guidance and counseling, (4) material and equipment for secondary school guidance and counseling. Guidance and counseling students are expected to understand to realize the goals of guidance and counseling optimally.

This study aims to 1) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) as a whole and 2) analyze the improvement of mathematical problem-solving skills with realistic-based learning (Realistic Mathematics Education RME) based on education level. The sampling technique used was purposive sampling. The research method is a meta-analysis with a sample of 20 national journal articles. The data analysis technique used Cohen's d effect size. Sampling consisted of four levels, namely Elementary School (SD), Junior High School (SMP), Senior High School (SMA), and tertiary institutions. The results of the meta-analysis show that increasing mathematical problem-solving skills through realistic-based learning (Realistic Mathematics Education RME) has an Effect Size at the Elementary School (SD) level = 0.90 (high effect), at the Junior High School (SMP) level = 0 .63 (medium effect), at the high school level (SMA) = 0.23 (small effect). At the university level, it is 0.38 (small effect). Between the education levels of Elementary School (SD), Junior High School (SMP), High School (SMA), and College, the average value of Effect Size = 0.67 (moderate effect). Keywords: Meta-analysis, Realistic Mathematics Education (RME), Mathematical problem-solving ability

Differences in stress levels between junior high school students and college students during online learning

The existence of educational facilities in housing and settlements is the most important thing for the community. Basically, the government has issued regulations regarding the implementation for the provision of educational facilities, as referred to in terms of educational facilities for Kindergarten (TK), Elementary School (SD), Junior High School (SMP), High School (SMA) and Schools. Vocational High School (SMK) or its equivalent. This study aims to evaluate the need for educational facilities for the present and the future and to find problem points for the provision of supporting facilities and infrastructure in the provision of educational facility services. The method used in this research is descriptive analysis and trend analysis. From the results of scientific calculations obtained, the existing educational facilities in Abepura District for the present and the future are still adequate. However, from the results of the research, there are still many problems with the educational facilities in the Abepura District that must be considered. Problems that occur in educational facilities in the Abepura District are the lack of complementary supporting facilities and infrastructure that require improvement and maintenance for existing facilities and infrastructure in educational locations, as well as inadequate transportation services in 3 (three) villages, namely: Enggros Village, Nafri Village, and Koya Koso Village. From the problems that exist in educational facilities, it is hoped that the government will pay attention to the completeness of facilities and infrastructure which refers to the regulations that have been set in order to provide quality services to the community and improve transportation services in order to support the smooth running of people who want to access these facilities. and other desired infrastructure and facilities.

This study was designed to assess the elementary and middle school students’ performance in the Gender Equality Education curriculum with longitudinal methods. The purpose was to locate the teaching emphasis among elementary school, junior high school and senior high school. By stratified sampling, there were 2,867 participants in this study (1,097 participants from Elementary School, 785 from Junior High School, 1,034 from High School and Vocational School). Data were collected from the questionnaire, which contained six parts — awareness, knowledge, attitude, behavior and intention, self-efficacy of gender self-understanding, interpersonal relationship and demographic information. The important findings were as follows: 1 .The percentage of implementation on gender education is increasing, but 10% of elementary school students, 20% of junior high school students and 30% of senior high school students indicated that not such program was offered in their schools. 2.The improvements are: first, the awareness, knowledge and attitude of elementary school students; second, awareness, knowledge and attitude of junior high school students ; third, awareness of gender inequality, knowledge and attitude toward gender role, self-esteem, homosexuality of senior high school students. 3. The following parts are necessary to be enhanced: The middle graders of elementary school—knowledge about physiology and reproduction; The upper graders of elementary school—self-efficacy about affective expression and communication; junior high school—gender role attitude toward gender interaction, gender career interest and performance, gender competence and performance; senior high school—knowledge about physiology and reproduction, sexual harassment and abuse , gender career interest and performance, gender competence and performance. Additionally, the Ministry of Education ought to pay attention to the increasing rate of sexual behavior in junior high school and senior high school. 4. The regressive parts are: first, junior high school—self-efficacy about “refusal skill and self-adaptation”; second, senior high school—self-efficacy about “affective expression and communication” and “refusal skill and self-adaptation”.

This study seeks to understand the epidemiological characteristics, including incidence, severity, high-risk age, and gender distribution, of adolescent scoliosis in Southern Shanxi, thus providing data support and a foundation for adolescent health initiatives. In 2024, the Southern Shanxi region, primarily 45 elementary and secondary schools in the municipal district and Luzhou district of Changzhi City, along with pilot classes from one special school, were selected as the target population for this project to conduct a scoliosis monitoring campaign. Using pilot classes as units, entire classes were randomly selected from each grade as survey subjects, totaling 26,824 students. Scoliosis screening and related factor questionnaire surveys were conducted. Data analysis was performed using SPSS 24.0 statistical software. Count data were expressed as numbers and rates, and comparisons were made using the chi-square test or Fisher's exact test. A P-value < 0.05 was considered statistically significant. Analysis of the prevalence characteristics of spinal curvature abnormalities: In terms of educational stage trend, the overall prevalence showed an inverted V-shaped distribution: junior high school (peak) > high school > elementary school (P < 0.05). The junior high school group was the peak for all types of scoliosis: Grade I scoliosis: junior high school (4.10%) > high school (3.39%) > elementary school (3.53%) (P < 0.05); Grade II scoliosis: junior high school (0.78%) was significantly higher than other stages (P < 0.05); Grade III scoliosis: increased with age, high school group (0.21%) > junior high school (0.11%) > elementary school (0.03%) (P < 0.05), all differences were statistically significant. In terms of gender differences, there was no overall gender difference (4.53% vs. 4.53%, P=0.981), which was not statistically significant. By educational stage: elementary school (female 3.96% vs. male 3.94%), junior high school (female 5.33% vs. male 4.67%), high school (male 4.41% vs. female 3.85%), the differences were not statistically significant. In terms of severe case evolution, the incidence of Grade III scoliosis showed a significant age-accumulation effect, with the high school group accounting for 50% (15/30 cases) of total severe cases, suggesting that advanced stages require strengthened management of late-stage cases. The detection rate of scoliosis among elementary and secondary school students in the Southern Shanxi region is relatively high, with junior high school students being the key focus group.

Target of this study is to standardize the English learning and teaching model which is well-granted. The issues faced by the English researchers are to find a method so effectively that semantico grammatical knowledge mastery related to English notion and function which has not found the solution can be formulated as a national standard since the data collected at Jakarta and Depok Junior and senior high schools showed the same issues. The findings of the study showed that there were 90% of Junior and Senior High Schools Students had not been confident to speak English. It is why the researchers introduce the Oral Questioning in L1 and Guidance Method (OQILAG) which is going to be shot and saved in saver and internet localized, and enable the students to use smartphone while speaking English directed by the researcher as a film teacher through LCD (in-focus) in national research next year as a model of e-learning. The data which were stated by English senior teachers showed that there were 90% of Muhammadiyah junior high school unconfident to speak English. Thus, the researchers introduce OQILAG method planned to have been shot and saved in a saver, presented by LCD (in-focus) called e-learning implemented in 2019 research as a national research. O&lt;em&gt;ral questioning&lt;/em&gt; &lt;em&gt;in L1&lt;/em&gt; and Guidance (OQILAG) method has succeeded several times to develop of students’ competence and workers as well; however, it has never been examined at private Junior High School, yet developing of the students English skills especially at Muhammadiyah Junior High School was the first times done

Before providing a historical perspective on level movement, examining its past successes and failures, and envisioning future improvements, I must declare my great admiration for our public schools. Although I am critical of certain recent developments, I believe that when historians look back on our civilization, they will point to our public school systems as America's greatest achievement. And today, in a climate of accountability, it is simply not fair nor appropriate to label public schools in United States as failures. Schools and teachers have been and still are America's greatest resource for good. What would we do without them? Public schools in United States evolved without benefit of a master plan. The elementary, secondary, and collegiate levels developed rather independently of one another. Elementary schools were not established first, and young men attended colleges such as Harvard long before we organized public secondary schools. America's school systems developed piecemeal over time and are still very much works in progress. By late 1800s, however, many states had organized elementary schools and high schools in an 8-4 pattern that would become standard as our country began to put its revolutionary vision of education for all American youth into practice. The still relatively young school movement is part of larger reorganization initiative that led to creation of junior high school in first decade of last century. The following four statements highlight relevant developments since then. * Exactly 100 years have passed since Indianola Junior High School, generally acknowledged as first junior high school, was established in Columbus, Ohio, in 1909. * In 1946, 37 years after junior high school was introduced, 6-3-3 pattern of school organization became predominant pattern in United States, replacing 8-4 plan. * In 1963, William Alexander, speaking at Cornell University, first advanced term middle This event, 46 years ago and just 17 years after junior high school had become majority practice, is commonly used to mark beginning of school movement. * By 1983, new 5-3-4 plan of organization, featuring a grades six through eight school, had become predominant pattern. The movement to reorganize secondary education that began in 1909 might, then, be judged as highly successful, for it actually changed face of American education twice in a century. The change to 5-3-4 pattern is particularly remarkable. Just 20 years after entering educational arena, number of 6-8 schools exceeded number of 7-9 junior high schools. That success, however, has been more in realm of school organization than in more critical programmatic areas so central in vision of both types of level organization. Although it is seldom acknowledged, it should be noted that junior high school advocated by its founders was to be, using contemporary term, a developmentally responsive institution. However, by mid-1960s junior high school was commonly viewed as failing. Captured by its parent, it had become what its ill chosen name implied - a junior high school. Could a somewhat similar conclusion be made about school today? And might it be said that junior high school was first school, or that school is simply today's version of junior high school? Or, that school movement is actually rebirth of progressive education? Like its predecessor, school has come under heavy criticism. Because many students do not reach targeted academic goals, it has been labeled the weak link in American education, primarily by those who believe school's primary responsibility is to prepare students for advanced high school courses, and who presume that school's concern for students as persons takes away from its academic responsibilities. …

The aim of this study is to determine cluster analysis for panel data with multivariable data structures. Choosing a Ward method Choosing a method in a cluster analysis hierarchical technique. Ward method is a method based on Sum Square Error (SSE) with a measure of homogeneity between two objects based on the minimum number of error squares. The measure of similarity used is the Euclidean distance squared. The Ward method is used to add variation between objects in one cluster and maximize variation with objects in another cluster. The steps of the analysis are described in the discussion of this study. The method of implementation uses education gross enrollment rate (GER) data in West Java Province in 2015-2018. The results of the study indicate that the grouping of education GER data in West Java in 2015-2018 using the Ward method produces four clusters. The first cluster consists of five regions, GER for Elementary school, junior and senior high school in the cluster are below the average APK in West Java. The second cluster consists of two regions, in contrast to the first cluster GER for elementary schools in this cluster according to the average GER in West Java but for junior and senior high school GER below the average GER in West Java. The third cluster consists of seven regions, the GER for elementary, junior and senior high schools in this cluster is above the average GER in West Java while the fourth cluster consists of five regions, the GER for elementary and junior high schools in this area is above the average GER in West Java.

The percentage of female scientists in Japan is 17.5% in the 2021 survey. This percentage is the lowest among OECD countries. The percentages of female doctoral students in science and engineering graduate programs nationwide are 21.0% and 19.2%, indicating a gap between the percentage of female prospective researchers and the percentage of women actually employed. It is pointed out that this is due to gender bias at the time of recruitment. On the other hand, the percentage of female members of JpGU remains around 20%, which is higher than the average in Japan, but still low compared to the percentage of female geoscientists in EGU and AGU. One of the reasons for the low number of female scientists in Japan is the low percentage of female students entering science and engineering fields in Japan (27% in science and 16% in engineering). The Science Council of Japan's Subcommittee on Gender and Diversity in Science and Engineering analyzed this problem and pointed out that its cause lies in the environment of education system during elementary and junior high schools (Opinion of SCJ, 2023). In Japan, the following factors are considered to have contributed to the decline in the number of female students going on to study science and engineering, even though surveys such as PISA (2018) and TIMSS (2019) show that both male and female 15-year-olds have equal academic achievement and interested in science and mathematics in the early education stage. (1) The percentage of female science teachers in junior high school and above is significantly lower than in the OECD countries &amp;#8594; Few role models. (2) Often exposed to obvious &amp;#8220;implicit bias&amp;#8221; that has no evidence to support it (for example, girls are not good at mathematics. Science and engineering professions are not suitable for girls). JpGU and Japanese universities actively conduct outreach programs for female junior igh and high school students every year to foster future female scientists. However, only a small percentage of them in whole Japan participate in such events, and these initiatives does not give us a full solution.

Problem and procedure.-Everyone who does any kind of work must have a plan to work by so that time and energy will not be wasted. The worker, whether he be in school or in industry, must decide what he is to do and plan at least how and where to begin. There is no task so small that it does not need to be carefully planned in advance. Without planning, the complex work of the world could never be done. Many pupils in high schools never plan their work, and the result is that they go to classes without any preparation. Undoubtedly, failure in secondary school is often due to the pupil's neglect in planning and in budgeting his time. With these thoughts in mind, the writers made a survey to ascertain whether pupils are using the general study habits which should be common to all subjects. A self-analysis blank on study habits was prepared, and 567 junior high school and 6oo senior high school pupils enrolled in the Columbia Junior and Senior High School were asked to rate themselves on their study habits. The blanks were filled out during a home-room period. Since no child was compelled to answer the questions, some pupils did not fill in the blanks. No emphasis had been placed on general study habits before the pupils were asked to fill out the blank, although individual teachers had done some work on methods of study in their respective classes. The results of the self-analysis blank are shown in Table I. Use of schedule.-Three hundred and forty-seven (61 per cent) of the junior high school pupils have regular schedules for work, and 220 (39 per cent) do not have regular schedules. Of the 575 senior high school pupils, 51 per cent have, and 49 per cent do not have, regular work schedules. Fifty-six per cent of all the pupils have regular work schedules. The percentage of junior high school pupils who

It was the purpose of this study to determine the preferences of mothers as to course content in all course areas: to determine the preferences of daughters as to course content in four course areas: to compare the preferences of mothers and daughters in the four course areas: to determine what implications the study has for the future planning and growth of home economics education in the Hays Junior and Senior High Schools. The survey method of research was used for the study. A questionnaire was prepared and mailed to all mothers of girls in grades seven through twelve. The same questionnaire was given to all girls enrolled in home economics and in school on April 14, 1966. A total of 360 questionnaires were tabulated to obtain the data needed for the study. The questionnaires represented preferences of 184 mothers and 176 girls. The following general conclusions relative to the preferences of mothers and daughters as to course content are based on the results of this study: 1. Mothers and daughters are in essential agreement as to the learning experiences in all course areas, with one exceptions the study of textiles as a part of the learning experiences included in the area of clothing is not favored by the girls. 2. Mothers and daughters are in complete agreement when considering the value of home economics courses. 3. Girls do not enroll in home economics courses, although desired, because of lack of time in their schedules of classes due to the demands made by a college preparatory course. 4. Mothers and daughters desire summer home economics courses so that desired courses may be had while following a college preparatory course. 5. Mothers and daughters approve of home economics courses because students can learn manipulative skills. 6. Mothers approve a home economics course for boys emphasizing foods and the care of clothing. 7. Mothers and daughters favor home economics as a required course for girls in junior and senior high school. 8. Mothers who had taken home economics in high school and had a satisfying experience considered the courses most valuable and useful of those taken in high school. 9. Mothers who had had home economics courses in high school where theory was stressed over skills found the courses unsatisfactory. 10. There is an increased interest in home economics courses at Hays Junior and Senior High Schools. The following implications are drawn from the conclusions of the study for the future planning and growth of the home economics curriculum at Hays Junior and Senior High Schools, 1. Home economics courses should stress the practical application of knowledge and develop manipulative skills. 2. Home economics courses in the summer should be a part of the curriculum of Hays High School if the needs of all students are to be met. 3. The boy’s foods class should include clothing care. 4. Adult education courses might be considered in the area of clothing. 5. Home economics should be a required course for girls in the junior and senior high schools. 6. The facilities of the home economics departments will have to be expanded 1f needs of an increased enrollment are to be met. In view of the limitations of the present study, the following recommendations for further study are made 1. An evaluation be made of the value of specific learnings in course areas by a survey of graduates of the high school who had taken home economics courses. 2. A survey be made of mothers to determine the feasibility of an adult home economics course. 3. An evaluation be made of the present facilities of the home economics departments of the Hays Junior and Senior High Schools to determine needs in view of increased enrollment. It is further recommended that the results of these findings be presented to the school board of Hays Unified District 489 for its consideration.