For Science and Country: History Writing, Nation Building, and National Embeddedness in Third Republic France, 1870–1914

This article examines late nineteenth and early twentieth-century historiographical practices and convictions in Third Republic France. It shifts the focus from the question of whether French academic historians were nationalists to the issue of how they were nationalists. If republican academic historians took a critical stance on nationalist distortions of the past, they nevertheless associated the teaching of history with patriotism and opposed historiographical “pan-Germanism” in ways favorable to French cultural and territorial claims. Meanwhile, the growing internationalization of the field stimulated scholarly competition across the West and spurred reflections about nationals’ epistemological privilege over national histories, methodological nationalism, and the invention of national historiographical traditions. Uncovering the anxieties of continual debate with foreign historians and the nationalist right wing, this article offers a prehistory of present-day dilemmas over global, national, and nationalist histories in an international field characterized by structural inequalities and academic competition.

Competition or Catastrophe: A Mixed Method Study on the Influence of Class Rank on Course Decisions

This study analyzed the extent to which class rank competition influences individual class selection by juniors at a high school in the Texas Hill Country and determined if its effects vary among students of different rankings. Students of both high and low rankings were interviewed to determine their perceptions towards, and behavior in response to academic competition. Subject responses generally correlated to one of three themes: class rank as an academic motivator, the influence of ranking on mental health, and student suggested improvements. The results suggested that GPA played a significant role in many student’s decisions concerning their courses, specifically in encouraging them to take AP, Dual Credit, and Honors classes- regardless of whether they were high or low ranking.

Die verstellte Exzellenz

The Dissimulated Excellence. Courtly Contradictions in Academic Application Procedures A standardized perfection is required from the perfect candidate in order to successfully compete for the best academic positions or scholarships. But what does excellence mean? This question will be examined in the article by means of the courtly literature of the Spanish Baroque. Courtly contradiction of any academic competition thus consists in presenting oneself as an excellence, which is considered inelegant and careless in terms of court culture, as it exaggerates one’s skills instead of critically examining them.

The Efficacy of the Management Programs of Columban College, Inc.

The study determined the efficacy of the Management Program of Columban College, Inc. It employed the descriptive method of research. The respondents of the study were the randomly selected 3rd to 4th-year students who were enrolled with major subjects and faculty members in the Management programs such as Bachelor of Science in Business Administration, Major in Management, Bachelor of Science in Tourism, and Bachelor of Science in Hotel and Restaurant Management for the academic year 2008-2009. The student’s per-ceived efficacy and teachers regarding Seminars got a descriptive rating of “Agree” and field trip obtained “Agree” both under co-curricular activities. The perception of the students and faculty members on the efficacy of the Management courses in terms of membership in the organizations has a descriptive rating of “Agree”; for the academic contests obtains “Moderately Agree”; and non-academic competitions garnered a descriptive rating of “Agree”. There is a significant difference Management programs’ perceived usefulness in relation to the non-academic contests, seminars, field trips, and membership in organizations. There is no significant difference in the perceived efficacy of the Management programs with regard to the academic competition, curriculum, labora-tory, library, and facility.

MUSEUM AND SCHOOL GEOLOGY PROMOTION AMONG PUPILS IN HIGHER CLASSES

Results of the 5-year geological experimental course at school are considered. Sources and qualification of workers from Geological Department at National Science Nature Museum of National Academy of Sciences were used for teaching. The museum space was used as a place for direct understanding and study of an examined geological sample. The course included theory, laboratory and field practice, academic competition and quizzes The dynamics of knowledge changes for learners was established. Some of them chose geology as their future scientific direction after the course. Problems of teaching were noticed to be connected with the lack of motivation among students. The tendency was observed both in obtaining of profound knowledge and in learning of geology in general. The key method of the problem’s solution is achieving of ultimate dynamic in lessons It can be realized by 1) active using of laboratory possibilities at museums and academic institutions; 2) work with rock templates\minerals collections; 3) field or rocks expeditions; 4) organizations of competitions; 5) contact with parents of learners. The obtained statistical and methodical material can become a basis for next similar experiments at schools.

Spanish Scientists’ Opinion about Science and Researcher Behavior

We surveyed 348 Psychology and Education researchers within Spain, on issues such as their perception of a crisis in Science, their confidence in the quality of published results, and the use of questionable research practices (QRP). Their perceptions regarding pressure to publish and academic competition were also collected. The results indicate that a large proportion of the sample of Spanish academics think there is a crisis in Science, mainly due to a lack of economic investment, and doubts the quality of published findings. They also feel strong pressure to publish in high impact factor journals and a highly competitive work climate.

Predicted Student Study Period with C4.5 Data Mining Algorithm

Data of alumni from 2012 to 2015 found that the average percentage of students graduating on time was 22%. The comparison between the number of students who graduate on time and new students who enter each year is not comparable, therefore a study is needed to find out the factors that affect student graduation and to prediction of the graduation period of the student through data mining research using the C4.5 algorithm. The data tested was student alumni data from 2012 to 2015. The instruments studied include study period, academic year, GPA, corner focus, gender, intensity of work during college, type of thesis, intensity of campus internal organization, intensity of external organization of campus, UKT group, scholarship status, pre-college education, hobby intensity, intensity of game play, academic competition participation status, non-academic competition participation status, and availability of facilities and infrastructure. The best test results using percentage-split 75% obtained 83.33% accuracy as well as the rules contained in the decision tree.