Physics offerings in U.S. high schools

The aim of this study is to detect the school characteristics/attributes by examining the efficiency of school management related to innovative teaching through digital mobile e-learning. This will be conducted by evaluating the results of DEA efficiency measure and data mining method (DMM).The results of DMM indicate that the schools with the total number of students in schools about 1400-3000 persons, the teacher-student ratio between 7.4 %-8.0 %, the tablet PC numbers about 1200-3000 units, the technical teacher ratio of digital mobile e-learning is about 8%-16% and the total equipment expenses associated with tablet PC about the range of 1.5-3.0 Million NTD could obtain higher operational efficiency of school management through Innovative Teaching via Digital Mobile e-learning. Based on the analytical results, the ranks of school management efficiency could divide into three groups, in the high-efficiency group (TE=1), there are three public high schools and one private higher vocational school. These all high schools are in northern Taiwan. In the medium-efficiency group (TE 0.85∼0.99), there is only one school in northern Taiwan. The low-efficiency school group (TE <0.85), there are three public schools and one private high vocational school. The three public schools are in northern Taiwan while one private high vocational school is in eastern Taiwan. In practice, we find that the public high schools are more efficient than the private high schools and public high schools are more efficient than private high schools that can achieve digital mobile e-learning. Also, and schools located in northern Taiwan more efficient than elsewhere. These research findings can also become a reference for educational institutions in developing strategies and policies for digital mobile e-learning in high school of Taiwan area.

Article aims to develop the structure and content of higher professional school lecturer education competence as a lecturer professionalism should be evaluated not only on the quality of the studies, but also for his participation in education activities in higher school. It is needed to rely on a stating that education competence is an integral feature of professional and educational activities aimed at the effectiveness of the educational process in higher professional school in developing its structure and content. In the structure of the lecturer education competence there are four components: humanologic, socio-pedagogical, organizational and methodical, professional personal. Their content is disclosed in knowledge, skills, abilities and personal qualities as necessary for the implementation of the education activities in higher professional school. The presented structure of high school lecturer education competence facilitates the efficient evaluation of the competences, the identification of the gaps in the competencies development levels and their correction with additional measures and means aimed to their effective formation.

The implementation of effective guidance and counselling services requires adequate facilities and infrastructure in accordance with national standards in Permendikbud No 111 of 2014 regarding guidance and counselling in secondary education in Indonesia. This study aims to describe the condition of the facilities and infrastructure for guidance and counselling in state secondary school; junior and senior state high school in Indonesia. The method used is the survey model. The research data were collected from 65 State Senior High Schools, 25 State Vocational High Schools and 58 State Junior High Schools spread over 71 districts/cities in 18 provinces in Indonesia. The instrument used a semi-open questionnaire adopted from Permendikbud No. 111 of 2014 regarding guidance and counselling in primary and secondary education. The results of the study showed as many as 4.68% of state senior high schools and 8.77% of state junior high schools did not have a counselling room. A total of 20.31% of state senior high schools, 58.82% of state vocational high schools, and 52.63% of state junior high schools did not have special room for individual counselling. A total of 10.93% of state high schools, 52.94% of state vocational high schools and 21.05% of state junior high schools did not have living room. A total of 39.06% of state senior high schools, 64.70% of state vocational high schools, and 64.91% of state junior high schools did not have group guidance and counselling rooms. A total of 31.25% of state senior high schools, 35.29% of state vocational high schools, and 59.64% of state junior high schools did not have data room. As many as 31.25% of state senior high schools, 82.35% of state vocational high schools, and 73.68% did not have library display room (bibliocounseling). This study revealed that the facilities and infrastructure for guidance and counseling in state secondary schools in Indonesia do not in accordance with the minimum standards issued in Permendikbud No. 111 of 2014. The implementation of effective and efficient guidance and counselling services requires facilities and infrastructure that corresponds with the minimum standards. Based on this study results, it is anticipated the stakeholders of guidance and counselling services, especially in education sections in Indonesia, would pay attention and provide the minimum standard of guidance and counselling facilities and infrastructure.

هدفت هذه الدراسة إلى التعرف على واقع الوعي البيئي لدى طلاب المرحلة الثانوية من وجهة نظر مديري المدارس والمعلمين والطلاب, والتعرف على دور إدارة المدرسة الثانوية في تنمية الوعي البيئي لدى الطلاب, وکذلک التعرف على دور معلمي المرحلة الثانوية في تنمية الوعي البيئي لدى الطلاب, والتوصل إلى توصيات ومقترحات لتنمية الوعي البيئي لدى طلاب المرحلة الثانوية . ولتحقيق أهداف الدراسة صاغ الباحث تساؤل عام للبحث في دور المدرسة الثانوية بمدينة الرياض في تنمية الوعي البيئي لدى الطلاب من وجهة نظر مديري المدارس والمعلمين والطلاب. واستخدم الباحث المنهج الوصفي, وطبقت الدراسة على عينة عشوائية من جميع المدارس الثانوية الحکومية النهارية للبنين في مدينة الرياض, وتمثلت أهم نتائج الدراسة فيما يلي : 1) أن هناک موافقة بين أفراد عينة الدراسة على ضعف الوعي بيئي لدى طلاب المرحلة الثانوية. 2) أن هناک موافقة بين أفراد عينة الدراسة على دور إدارة المدرسة في تنمية الوعي البيئي لدى طلاب المرحلة الثانوية . 3) أن هناک موافقة بين أفراد عينة الدراسة على دور معلمي المرحلة الثانوية في تنمية الوعي البيئي لدى الطلاب. وقد انتهت الدراسة إلى عدد من التوصيات, ومن أهمها: - إنشاء جماعة المحافظة على البيئة في المدارس . - الاستغلال الأمثل للأنشطة الطلابية في تنمية الوعي البيئي . - التخطيط للرحلات والزيارات الميدانية ووضع أهداف لهذه الزيارات بحيث تنمي الوعي البيئي. This study aims to identify upon fact of environmental awareness for high school students in view of school principals, teachers and students , and identify upon role of role of high school in developing environmental awareness for students in Riyadh. In the same side, it aims to identify upon the role of high school teachers in developing the environmental awareness for students, and deducting recommendations and suggestions to develop the environmental awareness for students of high school . To achieve the aims of the study, the researcher have put some questions regarding to role of high school in developing the environmental awareness for students in Riyadh from view of school principals, teachers and students. The researcher used the descriptive methodology, to apply randomly sample from all high governmental day schools for males in Riyadh, the study results is like the following; 1) Disapproval between the study sample upon existence of environmental awareness for students in high schools stage. 2) Approval between sample upon role of high school in developing environmental awareness for high school students. 3) Approval between sample upon role of high school teachers in developing the environmental development for students. The study recommends with the following; - Establishing group of environment keeping inside schools . - Best use of student activities in developing the environmental awareness - Planning for trips and field visits, to put goals for this visits to increase the environmental awareness.

Although there is a significant body of research surrounding Montessori education, little research has sought to capture the voices of adolescents, specifically high school students in urban settings (Dr. Montessori’s third plane of development) learning through the Montessori Method. Problem: Legislators, policy writers, district and school-level leaders mandate and implement reforms with minimal to no adolescent input. Further, adolescents are not part of the reform implementation process or identifying desired outcomes of said reform initiatives. Purpose: The purpose of this study was to examine adolescent’s perspective of their urban high school Montessori education, and their role in helping to develop a high school Montessori program in an urban setting. Research Design: This case study recorded and examined the voices of 11high school students in an urban high school who completed high school Montessori schooling. Data in this research study consisted of semi-structured interviews documents. Responses were coded into themes and interpreted through the lens Dr. Montessori’s four planes of development, with particular attention to the third plane. Findings: Participants in this study understand key differences between the Montessori method and traditional schooling. However, the path to that understanding was the result of one-off experiences for some students and programmatic, structured experiences for all students. Further, findings suggest that student input varied through program vi implementation, but was a key factor in program growth. Research Implications: Results from this study may offer insight into the benefits and liabilities of seeking student input when designing high school reform, and more specifically, urban students, teachers, and administrators implementing adolescent Montessori programs. These results may be used to engage teachers, principals, and policy writers around reform practices and policies that benefit student experiences and outcomes. Research Questions 1.From the adolescent’s perspective, how does the high school Montessori experience lead toward independent learning versus the traditional school experience? 2.From the adolescent’s perspective, how well were the Montessori concepts of Erdkinder brought to reality in an urban setting? 3.In what ways were student Agency evident in developing the urban high school Montessori program?

Previous articleNext article No AccessReportsNew Evidence for Economic and Technological Diversity in the Pre‐Pottery Neolithic A: Wadi Faynan 161Steven Mithen, Bill Finlayson, Anne Pirie, Denise Carruthers, and Amanda KennedySteven MithenDepartment of Archaeology, University of Reading, Whiteknights, P.O. Box 218, Reading RG6 6AA, U.K. ([email protected]) (Mithen and Kennedy)/Centre of Field Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Finlayson)/Department of Archaeology, University of Durham, South Road, Durham DH1 3LE, U.K. ([email protected]) (Pirie)/Department of Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Carruthers). 23 xi 99 Search for more articles by this author , Bill FinlaysonDepartment of Archaeology, University of Reading, Whiteknights, P.O. Box 218, Reading RG6 6AA, U.K. ([email protected]) (Mithen and Kennedy)/Centre of Field Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Finlayson)/Department of Archaeology, University of Durham, South Road, Durham DH1 3LE, U.K. ([email protected]) (Pirie)/Department of Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Carruthers). 23 xi 99 Search for more articles by this author , Anne PirieDepartment of Archaeology, University of Reading, Whiteknights, P.O. Box 218, Reading RG6 6AA, U.K. ([email protected]) (Mithen and Kennedy)/Centre of Field Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Finlayson)/Department of Archaeology, University of Durham, South Road, Durham DH1 3LE, U.K. (106130.312[email protected]) (Pirie)/Department of Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Carruthers). 23 xi 99 Search for more articles by this author , Denise CarruthersDepartment of Archaeology, University of Reading, Whiteknights, P.O. Box 218, Reading RG6 6AA, U.K. ([email protected]) (Mithen and Kennedy)/Centre of Field Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Finlayson)/Department of Archaeology, University of Durham, South Road, Durham DH1 3LE, U.K. ([email protected]) (Pirie)/Department of Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Carruthers). 23 xi 99 Search for more articles by this author , and Amanda KennedyDepartment of Archaeology, University of Reading, Whiteknights, P.O. Box 218, Reading RG6 6AA, U.K. ([email protected]) (Mithen and Kennedy)/Centre of Field Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Finlayson)/Department of Archaeology, University of Durham, South Road, Durham DH1 3LE, U.K. ([email protected]) (Pirie)/Department of Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Carruthers). 23 xi 99 Search for more articles by this author Department of Archaeology, University of Reading, Whiteknights, P.O. Box 218, Reading RG6 6AA, U.K. ([email protected]) (Mithen and Kennedy)/Centre of Field Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Finlayson)/Department of Archaeology, University of Durham, South Road, Durham DH1 3LE, U.K. ([email protected]) (Pirie)/Department of Archaeology, University of Edinburgh, Old High School, 12 Infirmary St., Edinburgh EH1 1LT, U.K. ([email protected]) (Carruthers). 23 xi 99PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Current Anthropology Volume 41, Number 4August/October 2000 Sponsored by the Wenner-Gren Foundation for Anthropological Research Article DOIhttps://doi.org/10.1086/317393 Views: 114Total views on this site Citations: 7Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Bill Finlayson, Steven Mithen, Sam Smith On the Edge: Southern Levantine Epipalaeolithic–Neolithic Chronological succession, Levant 43, no.22 (Jul 2013): 127–138.https://doi.org/10.1179/175638011X13112549592961Mordechai Stein, Adi Torfstein, Ittai Gavrieli, Yoseph Yechieli Abrupt aridities and salt deposition in the post-glacial Dead Sea and their North Atlantic connection, Quaternary Science Reviews 29, no.3-43-4 (Feb 2010): 567–575.https://doi.org/10.1016/j.quascirev.2009.10.015Benjamin S. Arbuckle Revisiting Neolithic Caprine Exploitation at Suberde, Turkey, Journal of Field Archaeology 33, no.22 (Jul 2013): 219–236.https://doi.org/10.1179/009346908791071277Steven Mithen Did farming arise from a misapplication of social intelligence?, Philosophical Transactions of the Royal Society B: Biological Sciences 362, no.14801480 (Jan 2007): 705–718.https://doi.org/10.1098/rstb.2006.2005Steven Mithen, Phil Austen, Amanda Kennedy, Helen Emberson, Neil Lancaster, Bill Finlayson Early Neolithic woodland composition and exploitation in the Southern Levant: a comparison between archaeobotanical remains from WF16 and present-day woodland at Hammam Adethni, Environmental Archaeology 12, no.11 (Jul 2013): 49–70.https://doi.org/10.1179/174963107x172741Alan H. Simmons, Mohammad Najjar Ghwair I: A Small, Complex Neolithic Community in Southern Jordan, Journal of Field Archaeology 31, no.11 (Jul 2013): 77–95.https://doi.org/10.1179/009346906791072052Ian Kuijt Pre-Pottery Neolithic A and Late Natufian at 'Iraq ed-Dubb, Jordan, Journal of Field Archaeology 29, no.3-43-4 (Jul 2013): 291–308.https://doi.org/10.1179/jfa.2004.29.3-4.291

High School Yearbooks: Using and Preserving The Record Catherine D’Ignazio (bio) High school yearbooks are a treasure trove for education historians. They offer glimpses into the educational past found nowhere else. Along with the changes in people a nd programs that occurred from year to year, they document the ways in which high schools shaped student identities and the meanings students took from their high school experiences. Some historians have used high school yearbooks, student newspapers, and student magazines to explore a wide variety of topics in the history of education—most commonly student culture, school life, curricula, and the extracurricular activities.1 Such official documents as administrative reports and school board minutes may be indispensable if the objective is to understand how educational policies and school programs changed over time. If the objective is to understand how students experienced high school and what it meant for their prospects after graduation, however, then student publications, especially yearbooks, should be among the sources consulted.2 [End Page 376] In the city of Philadelphia and the surrounding suburbs, many high schools maintain a collection of their own yearbooks, but methods vary from school to school. One might store such a collection in the library, another in a dean’s office. Some have a designated closet, and some, unfortunately, keep their yearbooks in an otherwise junk-filled room. Sometimes historical societies accession high school yearbooks. The Jewish Historical Society of Michigan, for example, collects and preserves yearbooks from across the state.3 The Newberry Library in Chicago has a large collection, primarily from Illinois, that can be found through its online catalogue. Both the Newberry and the nearby Harold Washington Library Center have many yearbooks from several Chicago high schools, most from the half-century between 1920 and 1970.4 The Chicago Board of Education maintains an archive that accepts donated yearbooks. While the archive survived the district’s recent move, it no longer has a professional archivist. The School District of Philadelphia should consider adding high school yearbooks to the documents covered by its existing records management policy. Whether or not it houses them is a separate issue. Since the Civil War, young adults attending educational institutions have documented their school experiences. By doing so, they engage in the construction of memory. At first, students compiled scrapbooks and autograph books.5 Later, they devoted the final issue of the school’s literary magazine to the graduating class, making space among the student essays, poems, and plays for remembering the seniors. This issue often included a class history written by a graduating student as well as essays and predictions, both serious and humorous, about what might lie ahead for the graduates. With the increased availability of letterpresses and half-tone printing after 1900, literary magazines evolved into yearbooks and became the primary place for memorializing many aspects of high school life, especially the achievements of those about to graduate.6 Soon after they first appeared, yearbooks and magazines were shared among schools so that they could be compared. In 1914, students in Woodbury, New Jersey, reviewed yearbooks from fourteen other high [End Page 377] schools and commented on six (fig. 1). These exchanges demonstrate a national interest among teenagers in their peers and a nascent youth culture. The editors of these student publications believed, as Reed Ueda has pointed out, that “they were not only expressing their identity, but also discovering the common bonds joining turn-of-the-century high school students in every part of the country.”7 Click for larger view View full resolution Fig. 1. Yearbook exchange review, Woodbury High School White and Gold, 1914, Woodbury Junior and Senior High School library, Woodbury, NJ. Of special value are student commentaries. In Camden, New Jersey, students in 1908 asked, “Shall We Study Latin and Greek—What, then, is the value of Latin and Greek to the boys and girls of the Camden High School?”8 Decades later, changes in athletic programming prompted female students at Frankford High School in Philadelphia to correct a common misperception: “Some people have the false impression that girls do not take much part in the sports world; however according to the showing [End Page 378...

Background:Club sport participation is increasingly common among high school athletes. Sport participation characteristics may vary widely between the high school and club sport settings. However, there have been no large-scale comparisons of sport participation volume between high school and club teams from similar sports.Purpose/Hypothesis:The purpose of this study was to compare the sport participation characteristics of high school and high school–aged club teams. We hypothesized that club team athletes would participate in more months per year and hours per week and would take more overnight trips than high school athletes and that club team coaches would be less likely to track their athletes’ sport volume than high school coaches.Study Design:Cross-sectional study.Methods:A total of 769 coaches (266 female; 34.6%) from 3 sports (basketball, volleyball, soccer) completed an anonymous online questionnaire regarding their team’s sport volume and their knowledge, attitudes, and beliefs regarding sport specialization. Coaches were eligible to participate if they had served as the head or assistant coach of a high school sport team or high school–aged club sport team in the past 12 months.Results:Overall, 64.6% (n = 497) were coaches of a high school team, and 35.4% (n = 272) were coaches of a club team with high school–aged athletes. Club coaches’ teams played more months out of the year and took more overnight trips for competitions than high school coaches’ teams but participated in fewer hours per week of practices or competitions during their season. There were no differences between club and high school coaches in tracking their athletes’ sport volume, with most coaches in both settings reporting that they do not track the amount of time that their athletes participate in other sports.Conclusion:Significant differences in sport participation volume exist between the teams of high school and club coaches.

THOSE who would reform America's education system have focused tremendous energy on improving the nation's high in the last half-decade. And the high have proved less impervious to change than many believed they would be. Spurred by sobering reports of ill-prepared students and a billion dollars in funding from the Bill & Melinda Gates Foundation, policy makers nationwide have embraced the issue. Political, business, and education leaders convened at a National Education Summit on High Schools in Washington, D.C., in 2005. Later that year, the National Governors Association (NGA) awarded the first of nearly $24 million in grants to more than two dozen states to develop comprehensive high school improvement plans, and every governor has signed an unprecedented NGA pact to measure high school graduation rates more accurately. Commission reports, conferences, and research briefs have made a compelling case for reform. Only 68% of the nation's high school freshmen--and only about half of African American and Hispanic students--graduate on time. (1) Just 57% of high school graduates take the core academic courses proposed by a national commission two decades ago. (2) As a result, only one-third of high school freshmen graduate on time with the academic preparation necessary to succeed in college. (3) The Gates Foundation put high school reform on the national agenda when in 2000 it launched a five-year high school initiative. The Gates initiative focused on addressing the anonymity and resulting apathy and alienation that earlier reform proponents--among them Theodore Sizer in Horace's Compromise, his influential 1984 study of public high schools; Ernest Boyer in his 1983 report High School; and John Goodlad in his 1984 book A Place Called School--had identified as so detrimental to the productivity of public high schools. The Gates Foundation has captured the major underlying principles of today's high school reform movement--and the movement's ambitiousness--with a new version of the Three R's: rigor, relevance, and relationships. Reforms, Gates and others have argued, need to focus on raising academic standards, connecting students' studies to their lives outside of school, and addressing the anonymity of the nation's many large, comprehensive high schools. The high school reform movement resembles a sprawling 19th-century Russian novel, with dozens of actors and innumerable initiatives. But reformers are focusing primarily on five strategies--improving school climate, strengthening curriculum and instruction, raising graduation requirements, helping freshmen get up to speed academically, and preventing students from dropping out. At the same time, these reform efforts have been accompanied by an equally ambitious effort to gauge the effectiveness of the reforms. Researchers have conducted a range of studies on the high school reforms of the last half-decade. The results are just now starting to emerge, and they are more promising than many would expect. PERSONAL, CHALLENGING, ENGAGING Over the past seven years, the Gates Foundation alone has invested more than $1 billion to create more than 1,500 small learning communities of, optimally, fewer than 400 students each. Some were built from scratch while others were created by redesigning existing high and breaking them up into smaller, semi-autonomous units. The new (from-scratch) are replications of promising model schools that the foundation had identified throughout the country, such as High Tech High in San Diego. The foundation also invested $5 million in a major, multi-year evaluation of the initiative, conducted by two independent research organizations, the American Institutes for Research (AIR) and SRI International. Evaluators judged how well the were doing in the following areas: personally tailored learning, relationships based on mutual respect and responsibility, high expectations, a shared focus, and teacher collaboration. …

BackgroundDetermining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place‐based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research.Purpose/HypothesisThis study takes a macroscopic systems view of engineering enrollments to understand variation across one state's public high school rates of engineering matriculation.Design/MethodThis study uses a dataset from the Virginia Longitudinal Data System that includes all students who completed high school from a Virginia public school from 2007 to 2014 (N = 685,429). We explore geographic variation in four‐year undergraduate engineering enrollment as a function of gender, race/ethnicity, and economically disadvantaged status. Additionally, we investigate the relationship between characteristics of the high school and community contexts and undergraduate engineering enrollment across Virginia's high schools using regression analysis.ResultsOur findings illuminate inequality in enrollment in engineering programs at four‐year institutions across high schools by gender, race, and socioeconomic status (and the intersections among those demographics). Different high schools have different engineering enrollment rates among students who attend four‐year postsecondary institutions. We show strong associations between high schools' engineering enrollment rates and four‐year institution enrollment rates as well as moderate associations for high schools' community socioeconomic status.ConclusionsStrong systemic forces need to be overcome to broaden participation in engineering. We demonstrate the insights that state longitudinal data systems can illuminate in engineering education research.

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

Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.

WHETHER a high-school course in foreign language is, in any fundamental sense, is questionable if relatively few of the pupils make use of their high-school work when they proceed to college. If the average college student does not continue the foreign-language course taken in high school, to what extent can the work be considered college beyond providing a ticket of admission to the university? The investigation reported in this article attempts to measure the extent to which high-school courses in foreign language are really preparatory as measured by the percentages of pupils who actually continue in college the foreign-language work taken in high school or who become college majors in the language which they began in high school. The data for this investigation were compiled from the students' high-school transcripts of record and their records of work at Stanford University as members of the class of 1930-34 (429 cases) or 1934-38 (668 cases). The findings are quantitative answers to questions proposed. What percentage of the pupils beginning a foreign language in high school continue the same language in college?-Of all the students included in this investigation who entered Stanford University with high-school credit in Latin, French, Spanish, or German, 27.1 per cent continued the language in college. In 1930, 32.1 per cent continued.

The author, Dr. Matsubayashi, studied the influences of the first menstruation on the physical growth of girls numbering 788 who were stndents of the Hiroshima girls' High School. His studies extended four years from March, the fifteenth year of Taisho (1926) to March, the fifth year of showa (1930), during which measurements of the height and weight of the body were taken every month. Dealing statistically with the relation between those findings and full years of age in the first menstruation, the author arrived at the lollowing conclusions; -1. If full years of age in the first menstruation are separated every half a year and the distributions of those divided ages are observed, most cases of the first menses occur in the second half of thirteen years of age and in the first half of fourteen years, their percentage to the whole girls being 44%. Girls who had the first menstruous dischaige in 13 and 14 years of age are put at 72% of the whole. And the whole girls' averae age in the time of the first menses is of full fourteen years.2. If the seasons of the first menstruation are brought to the object of observation, girls menstruating first in April are most numerous, ones in August and January next in order hnd others in November the least.3. As for the process proceding to a regular periodicity after the first menstruation, 30% of the whole number, become regularly menstruous after the first occurrence and 37% in the lapse between two and six months, that is, most normals become regular within half a year. Those who come into regularity in the lapse between seven months and a year are 16% and others after. a year 16% too.4. Girls who had the first menstruous discharge when they were in elementary schools are numbered 42(6% of the whole students) and those who had after they had graduated from the girls' high school are 13 (1.7%). In the average age These two groups differ only by about half a year. But the physical growth which they developed after they entered to the girls' high school was greatly differentiated;- the former group entering to the girls' high school with 147.2cm. in average height grew 5.3cm. during their four years' high school life, whereas the height of the latter commencing with 134.3cm. showed the increace of 14.9cm. during four years. As regards the average weight of the body, the measuring recordsr of the former group begun with 41.9kg., the increase for the period of fiou years being 9.1kg., and the average weight of the latter was 29.6kg. at the entrance to the high school, with the increase of 13.4kg. during four years. In other words, the former grew from 288 to 335 and the latter from 217 to 288 n the average body weight per centimetre.5. Gills who had first had a monthly sickness in the early part of their highschool life grew slowly for the period, while ones who had in the later part grew rapidly. And the amount of growth of these both extremes shows a difference of 13cm.6. The average stature measured in the month of the first menstruous discharge which 729 students had for the first time while in school is 148cm., almost alike without distinction of age.7. Generally the increase of stature is always great before the first menses and small after that. But if viewed more accurately, it is known that the bodily growth of girls having the first discharge in an earlier time is a little greater than that of ones of a later discharge.8. The suspension of stature development always occurs since the first menstruation was discharged, but in this case, the length of period lying between both phenomena is longer in late maturing girls and shorter in the precosity.

This study aims to measure the differences in technical efficiency of technical schools and general high schools that operate in the same neighbourhood in Athens city-centre. We choose ten pairs by nearby schools in distance or co-location including one technical school and one general high school per pair. The schools were divided into two groups; ten technical schools and ten high schools. Because of the heterogeneity across two groups of schools we used data envelopment metafrontier analysis. The results indicate that the group scores are high for high and technical school and the metafronier score of technical schools is very low. The results also indicate that the meta-technology ratio of high schools is higher than meta-technology ratio of technical schools proving the need for setting clear different objectives, processes and outcomes for the two types of schools of the Hellenic Educational System. The realized correlation analysis demonstrated the relation between the inputs and the metafrontier scores. Also, by defining the strong leading group (SLG) to be the the group of the general high schools have been developed some useful theoretical approaches on the performance evaluation of schools.