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.

Culture Contact on the Fringe of Civilization

Africa ◽  
1935 ◽  
Vol 8 (2) ◽  
pp. 163-170 ◽  
Author(s):  
A. T. ◽  
G. M. Culwick
Keyword(s):  
Social Order ◽  
Social Economic ◽  
Present Situation ◽  
Culture Contact ◽  
Point Of View ◽  
The Social ◽  
Opening Paragraph ◽  
Coil Method ◽  
Incomplete Picture ◽  
Careful Investigation

Opening ParagraphIt is natural that the urgent need for systematic study of culture contact should first and most forcibly be felt with regard to areas where the process of ‘civilization’ or modernization is already comparatively far advanced, whether it be in the form of detribalization in urban and industrial districts or of the adaptation of the tribal system among an important and powerful people like the Baganda. In the first place, those areas present the most pressing practical problems and exhibit the most acute symptoms of social, economic, and political strain. In the second place, as a corollary of their accessibility to exotic influences, they are the areas most easily accessible to observers trained and untrained, and their troubles often force themselves on the attention of the civilized world. They have, however, certain disadvantages from the point of view of the student of culture contact, in that, as Miss Mair has shown, the opportunity to study the stages in their development has gone for ever. By careful investigation a useful and reliable, if incomplete, picture can be drawn of the working of the social order just before the torrent of modern civilization broke in upon it, and the comparison between past and present which such a reconstruction makes possible provides us with knowledge which is both necessary for the explanation of existing phenomena and also of the greatest practical value. But just as one cannot tell by looking at the finished product whether a pot has been fashioned from the lump or by the coil method, so, in the absence of proper observation at the time, we cannot reconstruct a picture of the intermediate stages in the creation of the present situation, or ever know the details of the processes whereby native society adjusted itself to some innovations and was dislocated by others.

The Present State of Studies in Culture Contact: Some Comments on an American Approach

Africa ◽  
1939 ◽  
Vol 12 (1) ◽  
pp. 27-48 ◽  
Author(s):  
B. Malinowski
Keyword(s):  
Social Science ◽  
Present State ◽  
Direct Observation ◽  
Field Work ◽  
Culture Contact ◽  
Point Of View ◽  
Social Conditions ◽  
Sociological Study ◽  
Opening Paragraph ◽  
Work Done

Opening ParagraphAnthropology is an aggressive science. It has infected the study of contemporary social conditions with its outlook and methods. Witness the work done in Middletown, on the Irish countryman, and at Newburyport; the gradual pervasion of European folk-lore research with the methods of exotic field-work; and such a movement as Mass-Observation in England. Anthropology is now turning to the full sociological study of the great oriental cultures in China, India, and Japan. Nor is the reason for its effective aggressiveness difficult to find. The anthropologist among all other students of humanism was forced to obtain his material at first-hand through the direct observation of primitive races. For in his subjectmatter, there is no relying on written documents. Thus the strongest asset and the most inspiring force of the anthropological point of view is its thorough-going empiricism. Ethnography is the laboratory of social science.

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.

scholarly journals Farm-Boarding School Management: Linear Programming Contributions in the Search of Self-Sufficiency and Optimization

2017 ◽  
Vol 9 (3) ◽  
pp. 59
Author(s):  
Carina Simionato de Barros ◽  
Gabriela Geraldi Mendonça ◽  
Augusto Hauber Gameiro
Keyword(s):  
Decision Making ◽  
Linear Programming ◽  
Programming Model ◽  
Safety Margin ◽  
Boarding School ◽  
Point Of View ◽  
Technical Programs ◽  
Modeling Process ◽  
Self Sufficiency ◽  
Education Of Students

Farm schools offer a learning environment for the education of students in Agricultural Technical Programs and offer this program adopting boarding systems (“farm-boarding schools” or “FBS”). The big challenge in FBS is balancing education and production, that is, provide resources for practical classes and at the same time provide food for farm residents from a pre-defined budget by the sponsoring institution. The aim of this paper is to present a linear programming model to plan and optimize FBS production and supply. The model was applied in two FBS in Brazil. The model developed could show the complexity of the FBS system, which features a variety of productions and the interactions among them. The modeling process presented positive results from a technical and managerial point of view, including people management. The formulated model showed an optimized scenario which extended the managers’ analysis horizon and allowed safer decision making. The system’s complexity hampers dialogue between the farm-boarding school team and managers. From the modeling process and the standardization of data and generated results, there was a greater safety margin to present investment proposals and analyzes, accelerating the decision-making process, which was a positive addition to the system.

scholarly journals Mapping Landscape Values and Conflicts through the Optics of Different User Groups

Land ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1306
Author(s):  
Hana Vavrouchová ◽  
Petra Fukalová ◽  
Hana Svobodová ◽  
Jan Oulehla ◽  
Pavla Pokorná
Keyword(s):  
Secondary School ◽  
University Students ◽  
Cultural Values ◽  
Secondary School Students ◽  
Point Of View ◽  
Lower Secondary School ◽  
School Students ◽  
Online Data ◽  
Landscape Values ◽  
The Individual

The paper presents the results of the study on participative mapping of landscape values and conflicts and a subsequent interpretation of the indicated localities from respondents’ point of view. The study focused on younger groups of landscape users—lower-secondary-school students (aged 11–15) and university students (aged 20–25)—in comparison with experts’ points of view. The research presumed that the perception of landscape values and issues are determined by age, level of education and by experience in the field. The study was conducted in the southeastern area of the Czech Republic (49° N, 16° E) via online data collection. Based on the obtained records, we conclude that, in terms of the typology of the valuable and problematic locations, the individual groups of respondents did not differ significantly and the selection of location types was similar across all groups. Lower-secondary-school students rather identified cultural values associated with everyday activities, and the descriptions contained emotional overtones. University students preferred natural values associated with formal values based on general consensus or conflicts associated with society-wide impacts. The experts base served as the benchmark for other groups.

Early Bantu Ethnography from a Philological Point of View

Africa ◽  
1930 ◽  
Vol 3 (1) ◽  
pp. 31-48 ◽  
Author(s):  
N. J. v. Warmelo
Keyword(s):  
Point Of View ◽  
The Other ◽  
Bantu Languages ◽  
Clear Cut ◽  
Other Hand ◽  
Compact Body ◽  
The One ◽  
Opening Paragraph

Opening ParagraphFew of the secrets that Africa still holds from us to-day have, I think, such an absorbing interest as the problem of Bantu in its relation to the neighbouring families and types of speech. Taking the continent of Africa as a whole, we find on the one hand the huge, yet marvellously homogeneous and compact body of the Bantu languages, clear-cut in structure, simple and transparent in phonology, and, at the back of much apparent diversity, exceptionally uniform in vocabulary. On the other hand there are in Africa numerous other languages of various type, which differ so much amongst each other that they have not yet been brought under any but the very broadest of classifications. The essential points of these are as follows.

Birth Order and Family Size of School-Phobic Adolescents

1972 ◽  
Vol 121 (564) ◽  
pp. 509-514 ◽  
Author(s):  
Ian Berg ◽  
Alan Butler ◽  
Ralph McGuire
Keyword(s):  
Young People ◽  
Secondary School ◽  
School Children ◽  
Conduct Disorders ◽  
Point Of View ◽  
School Age ◽  
Hospital Unit ◽  
School Phobia ◽  
Younger Child ◽  
The Family

It has been found that young people suffering from school phobia, particularly those of secondary school age in Britain, tend to be the youngest in their family (Hersov, 1960; Smith, 1970). This paper reports an investigation carried out in an attempt to confirm and extend this observation. A hundred school-phobic youngsters admitted to Highlands, a psychiatric in-patient unit for adolescents, were looked at from the point of view of order in the sibship; in this respect they were compared with 91 non-school-phobic children suffering from neurotic or conduct disorders admitted to the same hospital unit and with 127 randomly selected normal secondary school children stratified for age, sex and social class. The state of excessive dependency which appears to exist between mothers and their children in school phobia, even in early adolescence (Berg and McGuire, 1971) may be partly due to the circumstance of the affected individual being a younger child in the family.

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