Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

‘Kouri, kouri! Bis la ap vini!’: Reflections on the stigma of being Haitian at primary and secondary school in the Bahamas

Ethnicities ◽  
2020 ◽  
pp. 146879682096559
Author(s):  
Charmane M Perry
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Second Generation ◽  
The Other ◽  
The Bahamas ◽  
Primary And Secondary Education ◽  
Ethnic Heritage ◽  
Primary And Secondary School

There is a pervasive stigma attached to being Haitian in the Bahamas. This article examines reflections on the experiences of the stigma of being Haitian at primary and secondary school among second-generation Haitians in the Bahamas. Based on this research, I argue that primary school functions as the first major institution where children of Haitian descent experience stigma as it relates to their ethnic heritage and, in turn, are exposed to the idea of being the ‘other’ in Bahamian society through bullying and anti-Haitian sentiments from students and teachers. Stigma, prejudice, exclusion, and discrimination characterize primary and secondary education for Haitians living in the Bahamas and are manifest in the form of cruel teasing, bullying, and discrimination primarily from students and teachers. The goal is not to argue that children of Haitian descent are completely unaware of anti-Haitian sentiment in the Bahamas until they attend school but, rather, that school functions as one of the first institutions children of Haitian descent learn there is stigma in being Haitian in the Bahamas.

scholarly journals The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

2020 ◽  
Author(s):  
Diego Ardura ◽  
Ángela Zamora ◽  
Alberto Pérez-Bitrián
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Causal Attributions ◽  
The Other ◽  
Education Curriculum ◽  
School Students ◽  
The Family ◽  
The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

scholarly journals Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

2020 ◽  
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Well Being ◽  
Warning Signs ◽  
Lower Secondary School ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

scholarly journals Development of Participation in and Identification With School: Associations With Truancy

2020 ◽  
pp. 027243162091915
Author(s):  
Tuomo E. Virtanen ◽  
Eija Räikkönen ◽  
Marja-Kristiina Lerkkanen ◽  
Sami Määttä ◽  
Kati Vasalampi
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Educational Transitions ◽  
Lower Secondary School ◽  
School Activities ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Identification With School

This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

scholarly journals Cross-Sectional Associations Between 24-hour Activity Behaviours and Mental Health Indicators in Children and Adolescents: A Compositional Data Analysis

2020 ◽  
Author(s):  
Stuart J Fairclough ◽  
Richard Tyler ◽  
Jack R. Dainty ◽  
Dorothea Dumuid ◽  
Cassandra Richardson ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Secondary School ◽  
Primary School ◽  
Health Indicators ◽  
Youth Mental Health ◽  
The Other ◽  
Prosocial Behaviour ◽  
Internalising Problems ◽  
Activity Behaviour

Abstract Background. The prevalence of mental ill health increases with age through childhood and adolescence and likely impairs mental and physical health in adulthood. Little is known about the combined influence of sleep, sedentary time (ST), and physical activity on youth mental health. This study examined associations between youth 24-hour activity behaviour compositions and mental health indicators, and investigated predicted differences in mental health when time was reallocated between activity behaviours.Methods. Demographic information and anthropometric data were collected from 359 participants (aged 9-13 years; 50.7% girls). 24-hour activity behaviours (sleep, ST, light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA)) were assessed using a wrist accelerometer, worn for 7 days. Validated questionnaires measured self-esteem, depressive symptomology, overall emotional and behavioural mental health, internalising problems, externalising problems, and prosocial behaviour. A computerised cognitive test battery assessed executive functions of switching, spatial working memory, and inhibition. Linear mixed models examined associations between activity behaviour compositions and mental health indicators for all participants and separately by primary and secondary school. Post-hoc analyses modelled the influence of reallocating fixed durations of time between activity behaviours on mental health.Results. For all participants ST was associated with worse internalising problems, relative to the other activity behaviours. Among primary school participants, relative to the other activity behaviours, ST was associated with poorer prosocial behaviour, and LPA was associated with worse switching and inhibition test scores. For all participants, reallocating time to ST from sleep and MVPA was associated with higher internalising problems. Among primary school participants, reallocating time to ST from any other behaviour was associated with poorer prosocial behaviour, and reallocating time to LPA from any other behaviour was associated with lower cognitive function.Conclusions. Relative to other activity behaviours, ST and LPA were significantly and unfavourably associated with some mental health indicators. These associations were strongest among primary school participants with no significant relationships observed for the secondary school participants. Replacing MVPA with ST or LPA reflected the greatest unfavourable predicted changes in mental health indicators. Our results provide further evidence for the influence of daily activity behaviours on youth mental health.

scholarly journals Joseph Kenyon, 1885-1961

1962 ◽  
Vol 8 ◽  
pp. 49-66
Keyword(s):  
Primary School ◽  
The Other ◽  
Full Time ◽  
Grade School ◽  
Technical School ◽  
Undergraduate Studies ◽  
Laboratory Assistant ◽  
Cotton Mills ◽  
Assistant Lecturer ◽  
Full Time Student

Joseph Kenyon was born in Blackburn, Lancashire, on 8 April 1885. His parents, Lawrence and Mary Anne, who were married in 1884, had six other, younger, children, three boys and three girls. Mrs Lawrence Kenyon’s maiden name was Southwarth. Joseph’s education began at the Primary School of St Barnabas in Blackburn. He was there from 1890 to 1897, and then went to the Secondary, Higher Grade School, in the same town for two years. On leaving school he became a Laboratory Assistant in the Municipal Technical School, Blackburn. He occupied this post from 1900 to 1903, and attended evening classes in the Technical School from 1898 to 1906, studying chemistry (first under Dr Conrad Gerland and later under Dr R. H. Pickard), physics, mathematics, Latin and shorthand. He passed London Matriculation in the first class, in 1903, and was awarded the ‘John Mercer, F.R.S. Scholarship’, which enabled him to continue his undergraduate studies until 1905, as a full-time student. In 1904 he passed the London Intermediate Science Examination and became Private Assistant to Pickard in his capacity as Corporation Chemist and consultant to several cotton mills. Kenyon was appointed as Assistant Lecturer and Demonstrator in the Municipal Technical School in 1906, and was promoted to Lecturer and Demonstrator in the following year. He carried out some researches whilst an undergraduate, publishing three papers with Pickard, two on ‘The chemistry of oxygen compounds’ and the other which became a classic, on ‘The resolution of sec. octyl alcohol’.

Het Sint-Hubertuscollege in Neerpelt: het eerste Vlaams college? Een micro-onderzoek over de vernederlandsing van het middelbaar onderwijs

2014 ◽  
Vol 73 (1) ◽  
pp. 7-33
Author(s):  
Paul Janssenswillen ◽  
Wil Meeus
Keyword(s):  
Secondary Education ◽  
Environmental Factors ◽  
Secondary School ◽  
Catchment Area ◽  
Leisure Time ◽  
Boarding School ◽  
State School ◽  
Meeting Point ◽  
Religious Associations ◽  
Long Time

De vernederlandsing van het middelbaar onderwijs in Vlaanderen was een moeizaam proces dat zich over een lange periode uitstrekte. De nu vijftig jaar oude taalwet van 1963 wordt als eindpunt van dit proces beschouwd. Het tempo van de vernederlandsing verschilde van school tot school naargelang van hun ligging en leiding.Het bisschoppelijke Sint-Hubertuscollege in Neerpelt is het eerste Vlaams college. Daar werd in 1910 volledig Nederlandstalig gestart zowel tijdens de klasuren als erbuiten in de ontspanningstijd en het godsdienstig verenigingsleven. Gunstige factoren waren in dit verband de ligging van de school, ver weg van de taalgrens of een verfranste stad, met vrijwel geen Waalse leerlingen én de gebrekkige Franse taalkennis van de leerlingen die zich in 1910 aanboden. Ook de onvolledige humanioracyclus en het ontbreken van een concurrerende rijksschool speelden daarbij mee. Deze gunstige omgevingsfactoren en het feit dat in naburige katholieke colleges zoals die van Peer en Maaseik het vernederlandsingsproces in een stroomversnelling zat, werden door de koppige directeur Jaak Peuskens aangegrepen om het Nederlands in zijn college in te voeren. Het bisdom dat hem hiervoor op de vingers tikte, liet uiteindelijk betijen na een goede uitslag in de jaarlijkse staatsprijskamp.Met de inrichting van een internaat en de volledige humanioracyclus en de faam als eerste Vlaams college vergrootte de school haar rekruteringsgebied. Dat gebeurde onder impuls van de ondernemende directeur Gerard Nulens die contacten onderhield in Vlaamsgezinde milieus van diverse strekking. Neerpelt dat via het spoor gemakkelijk bereikbaar was, werd zo een flamingantisch trefpunt. Onder meer de zonen van Frans Van Cauwelaert, August Borms en Emiel Wildiers zaten er op de schoolbanken. Ook nadat het bisdom onverwacht en zonder duidelijke motivering de hoogste twee klassen van de klassieke humaniora afschafte, bleef het college van Neerpelt aantrekkingskracht uitoefenen op zonen van leidinggevende Vlaamsgezinden.________The Sint-Hubertuscollege (St Hubert’s secondary School) in Neerpelt: the first Flemish secondary school?A micro-investigation of the Dutchification of secondary education.The Dutchification of secondary education in Flanders was a laborious process that took a very long time. The now fifty year old law on the use of language of 1963 is considered as the finishing point of this process. The speed of the Dutchification differed from school to school according to its location and administration.The Episcopal Sint-Hubertuscollege in Neerpelt was the first Flemish secondary school. In 1910 it became an entirely Dutch speaking school, where Dutch was used during classes as well as elsewhere during leisure time and at religious associations. This was favoured by factors such as the location of the school, far away from the language border or a Frenchified city, the fact that there were hardly any Walloon pupils as well as the deficient knowledge of French of the pupils who applied in 1910. In addition, the incomplete cycle of coursework in humanities and the lack of a competing state school played a role. The stubborn director Jaak Peuskens took advantage of these favourable environmental factors and the fact that in neighbouring Catholic secondary schools like the ones in Peer and Maaseik the Dutchification process was rapidly gaining speed in order to introduce Dutch in his secondary school. The diocese that rapped him over the knuckles for this, in the end condoned it after the school obtained a good result in the annual state competition.After the setting up of the boarding school, the introduction of the complete humanities cycle and the resulting fame of being the first Flemish secondary school, the school enlarged its catchment area for recruitment. This happened at the instigation of the enterprising director Gerard Nulens who had contacts in pro-Flemish circles of various tendencies. Thus Neerpelt, which was so easily accessible by rail, became a Pro-Flemish meeting point. Pupils who attended the school included among others the sons of Frans Van Cauwelaert, August Borms and Emiel Wildiers. Even after the diocese unexpectedly and without clear motivation cancelled the two highest classes of the classical humanities cycle, the secondary school of Neerpelt continued to attract the sons of pro-Flemish leaders.

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