scholarly journals Construction of Boarding School Religious Extracurricular Model in Secondary School

2021 ◽  
Vol 6 (2) ◽  
pp. 43
Author(s):  
Mohammad Kumaidi ◽  
Muhammad Ali Sibram Malisi
Keyword(s):  
Secondary School ◽  
Boarding School

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.

A Uganda Secondary School as a Field of Culture Change

Africa ◽  
1952 ◽  
Vol 22 (3) ◽  
pp. 234-249 ◽  
Author(s):  
F. Musgrove
Keyword(s):  
Secondary School ◽  
Culture Change ◽  
Boarding School ◽  
Culture Contact ◽  
Point Of View ◽  
Black And White ◽  
Opening Paragraph ◽  
Complementary Study

Opening ParagraphI Propose to examine the Uganda secondary boys' boarding-school, in which I teach, as an institution in culture contact; to consider how far its function must be interpreted in terms of its own dynamism and how far in terms of the parent cultures of the Black and White members of the community. The interpretation I make from data gained chiefly within the school is necessarily incomplete, and a complementary study by a field anthropologist, looking at the school from the point of view of outside society, is desirable. But within the limits of the data available to a schoolmaster I here offer a description and an analysis.

Subject-Oriented Education For Countryside Schools Se nior Students Based On The Innovative Educational System «Rural School – Boarding School/ Lyceum – Higher School»

10.12737/1395 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 13-22
Author(s):  
Палкина ◽  
Marina Palkina
Keyword(s):  
Secondary School ◽  
Educational System ◽  
Boarding School ◽  
Rural School ◽  
Proper Solution ◽  
School Students ◽  
New Findings ◽  
Educational Establishment ◽  
Specialized Education ◽  
Senior Secondary

New findings on how to provide opportunities for sound specialized education of senior secondary-school students in remote rural areas are revealed. As a proper solution to this pressing problem the author introduces a model of school as an integral part of innovative educational system «Rural School – Boarding School/Lyceum – Higher School». Conceptual basics for designing and adoption of the proposed model are presented, as well as description of how a subject-oriented educational establishment functions within the proposed educational system.

scholarly journals Relationship Between Access to Reproductive Health Information and Risky Sexual Behaviour Among Secondary School Adolescents in Kiambu County, Kenya

2021 ◽  
Vol 6 (1) ◽  
pp. 14-39
Author(s):  
Peris Murugi Mureithi ◽  
Dr. Syprine Otieno ◽  
Dr.Wachuka Njoroge
Keyword(s):  
Reproductive Health ◽  
Secondary School ◽  
Health Information ◽  
Sexual Behaviour ◽  
Boarding School ◽  
Safe Sex ◽  
Risky Sexual Behaviour ◽  
Adolescent Students ◽  
Age Appropriate ◽  
Hiv Aids

Purpose: The study aimed to determine the relationship between access to reproductive health information and risky sexual behaviour among secondary school adolescents in Kiambu County, Kenya. Methodology: This was a descriptive cross-sectional study. The study targeted 7002 adolescent students from all the 13 public secondary schools in Thika West Sub-County. The following schools were selected Chania girls’ boarding school; Chania boys’ boarding school and Broadway mixed day school. Thus, specifically, the study targeted 2047 students. Fisher’s formula was used to arrive at 364 respondents which 10% was added to cater for attrition. This gave a sample of 400. Stratified sampling techniques was adopted in selecting participating schools to allocate the sample in the respective strata. The study sampled 400-students, their guidance and counselling teachers as the key informants. The researcher administered questionnaires, interview schedules (KII) and focus group discussions (FGD) were used in data collection. Descriptive statistics such as mean, mode and percentages, and inferential statistics such as chi-square and binary logistic regression were applied. P-value ≤ 0.05 was considered statistically significant. Results: Results revealed that the majority of the adolescent students were aware of contraceptives n=220 (64.7%), safe sex n=284 (83.5%) HIV/AIDS and STIs. The main source of information was found to be from parents and social media (n=172, 50.6%) and mass media as well as religious leaders (n=48, 14.1%).  Majority of the students n=228 (67.1%) considered the availability of reproductive health information less easy, n=152 (44.7%) found the age-appropriate reproductive information helpful Majority of the students n=288 (84.7%) found age-appropriate reproductive information easy to understand, while n=192 (56.5%) found age-appropriate reproductive information easy to apply. Culture, religion and Poverty were also found to have a great and significant influence on age-appropriate reproductive health information. The study concluded that secondary school adolescents in Thika West Sub-County were aware of the contraceptives, safe sex and HIV/Aids and STIs, but the majority had a first sexual encounter at the age of 15 years and though they preferred reproductive information from sources they relied on such as their parents, teachers and social environment, what they received from such was minimal While culture, religious affiliation and economic status greatly influenced their access to age-appropriate reproductive health information. Unique contribution to theory, policy and practice: The study recommends that policymakers should enhance on programmes that advocate for age-appropriate reproductive information through the engagement of all stakeholders like parents’ teachers religious and community leaders, who should be sensitized and in training to provide this information as early as six years of age through all stages of life. Adolescents should be imparted with age-appropriate reproductive information at the early stages of life before they start experiencing biological changes so that they can be in control of the changes.

scholarly journals Prevalence and risk factors associated with depression among higher secondary school students residing in a boarding school of North Kerala, India

2017 ◽  
Vol 4 (3) ◽  
pp. 735
Author(s):  
Urmila K. V. ◽  
Usha K. ◽  
Mohammed M. T. P. ◽  
Kavitha Pavithran
Keyword(s):  
Risk Factors ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Boarding School ◽  
School Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
Prevalence Of Depression ◽  
Associated Risk Factors

Background: Depression is very common among higher secondary school students. This study is to determine the prevalence of depressive symptoms in higher secondary school students in a boarding school of North Kerala; to identify associated risk factors; to compare the prevalence depression between those attending and not attending additional tuition class for competitive exams.Methods: This cross sectional observational study was conducted among 130 students residing in a boarding school of North Kerala during the period 2014-2015. CES-DC scale was used to measure the prevalence of depression. All of them were reassessed after 1year of entering the school with the same scale.Results: The prevalence of clinically significant depression was seen in 57.7% and the prevalence was more in those attending the tuition class (p=0.0068). Depression was more in girls and still higher in girls who attended the tuition classes (p=0.035). There was significant correlation between the prevalence of depression and stream of subjects selected (p =0.001), previous academic achievement (p= 0.01). The scores of depressions didn’t show any statistically significant difference after one year of stay in boarding school.Conclusions: Severity of depression correlates with academic stress especially in boarding schools. Stress of competitive exams definitely more in higher secondary students and is one of the important cause for depression in them. Adolescents are not acquiring enough coping skills to overcome depression. Enhancing the coping strategies and the rescheduling of the educational system are the most important factors for prevention of these symptoms.

The Role of Social, Emotional and Mental Wellbeing on Bullying Victimisation and Perpetration of Secondary School Boarders

2015 ◽  
Vol 25 (2) ◽  
pp. 152-169 ◽  
Author(s):  
Leanne Lester ◽  
David Mander
Keyword(s):  
Secondary School ◽  
Boarding School ◽  
Bullying Prevention ◽  
Mental Wellbeing ◽  
Positive Interactions ◽  
Social Emotional ◽  
Bullying Perpetration ◽  
Whole School ◽  
Whole School Approach ◽  
Bullying Victimisation

This study investigated the social, emotional and mental wellbeing predictors of bullying victimisation and perpetration for boarding students following the transition from primary school to secondary boarding school. Longitudinal data on 76 male and 74 female boarding students in Grades 7, 8 and 9 was used from a larger longitudinal study of 3,462 students. A spike in frequency of bullying perpetration occurred immediately after the transition to secondary school and boarding school, with an increase in bullying perpetration continuing to occur throughout the following 2 years. Those boarding students reporting higher levels of depression, anxiety, and stress symptoms were significantly more at risk of frequent bullying victimisation at the beginning of Grade 8, while boarding students experiencing conduct problems and emotional difficulties were more likely to engage in frequent bullying perpetration. Peer support and feeling safe were found to be factors most likely to decrease frequent bullying victimisation. The sustained nature of bullying behaviour highlights the importance of addressing attitudes towards bullying both prior to and immediately after the commencement of boarding school. It is recommended that boarding schools adopt a targeted and systematic whole school approach to bullying prevention, while promoting positive interactions and relationships with peers.

scholarly journals Relations between psychological separation and adaptation of adolescents

Psihologija ◽  
2006 ◽  
Vol 39 (3) ◽  
pp. 277-295
Author(s):  
Marija Vukelic
Keyword(s):  
Secondary School ◽  
Satisfaction With Life ◽  
Boarding School ◽  
Boarding Schools ◽  
Discriminate Analysis ◽  
Psychological Separation ◽  
Emotional Adaptation ◽  
Explained Variance ◽  
Separation From Parents ◽  
Adaptation To College

The object of this research is a problem of relations between psychological separation-individuation as well as adaptation to secondary and boarding school and differences in separation and adaptation. Explorative research was performed on the sample of 586 adolescents aged 14-16. The instruments used were: The Psychological Separation Inventory (PSI, Hoffman, 1984), and The Student Adaptation to College Questionnaire (SACQ, Baker & Siryk, 1984). The results showed that adolescents from boarding schools, comparing to those who are not separated from parents during secondary school, have significant higher level of separation of both parents, but discriminate analysis showed that adolescents from boarding schools express nostalgia for their parents and wants more contacts and support from them. Adolescent from boarding school showed general better adaptation, but lower emotional adaptation comparing to not separate adolescents. Discriminate analysis showed that adolescents from boarding schools express low satisfaction with life in boarding school. The results confirm hypothesis of connection between psychological separation from parents and adaptation in adolescence. Canonical correlation analysis showed two statistically significant canonical factors. First factor shows significant connection of lower independence and better adaptation, with 23% explained variance. Second factor indicates connection of lower functional, emotional and attitude independence and better adaptation, with 12% of explained variance. Results are argued in light of theory separation-individuation and importance of meaning of separation from their parents for adolescents for adaptation on request for adaptation on secondary school and boarding school.

scholarly journals Students’ Cognitive and Attitude of Secondary School in Learning Global Warming using Student Team Achievement Division (STAD) based on Gender

2018 ◽  
Vol 1 (3) ◽  
pp. 104
Author(s):  
Melvin Aldila ◽  
Fransisca Sudargo Tapilouw ◽  
Yayan Sanjaya
Keyword(s):  
Global Warming ◽  
Secondary School ◽  
Boarding School ◽  
Cognitive Test ◽  
Scientific Attitude ◽  
Group Design ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Related Attitude ◽  
Student Team

This study was intended to investigate students’ cognitive and attitude of secondary school in learning global warming using Student Team Achievement Division (STAD) based on gender. This study was conducted at one of bilingual boarding school in Bandung. This study uses the quasi-experimental method with matching pretest-posttest comparison group design while the number of subject in the girl class is 15 (N=15) and in the boy class is 15 (N=15). Data was gained through a cognitive test which measured by Bloom's taxonomy cognitive level (C1-C6), a questionnaire which measured by Test of Science Related Attitude (TOSRA). The result shows that student who learns global warming using STAD has an improvement on their cognitive score, especially in the girl class. Meanwhile, girl class has higher students’ attitude result in three scales of TOSRA that are; attitude to scientific inquiry, adoption of a scientific attitude, and enjoyment of science lessons. Along with the students’ cognitive result, girl class also has a better science-related attitude than the boy class. Thus, it can be concluded that there is a significant difference between students’ cognitive and attitude at the girl and boy class in learning global warming using STAD.

scholarly journals Languge Hybrid; Code Switching and Code Mixing by Students of Islamic Secondary School in Banyuwangi

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Ulfa Gusnaini ◽  
Rina Mahdiyana ◽  
Devinia Hepdian Syafitri
Keyword(s):  
Secondary School ◽  
Boarding School ◽  
Spoken Language ◽  
Code Switching ◽  
Code Mixing ◽  
Communication Function ◽  
Hybrid Code ◽  
Observation Method ◽  
The Right

Code-switching and Code-mixing are commonly treated as a phenomenon of the spoken language, and in linguistics referring to using more than one language in conversation.  This research is done in Al-Kautsar Modern Female Islamic Boarding School (PPMP Al-Kautsar) Srono, Banyuwangi with the participant are all of Al-Kautsar students. This research using the observation method. The steps for analysis are first, the researchers collected notes and transcripts. Second, each data are labeled. Third, all codes identified so that the results are obtained. The entire code mix/switching founded are included as interstitial code mix/switching. There are several factors in using Code-switching and Code-mixing. The first is because of the habit of adding certain phrases such as what is? as the replacement of certain words or phrases. The second is the lack phase of finding the right words from Indonesian, Javanese, or Arabic into English considering the conversation is expected to keep running. From the observation, it is known that the phenomena of code mix/switching are occurred to smooth the communication function.

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