Academic literature on the topic '- Special subjects Upper classes Anthologies'

AbstractJUVENILE DELINQUENCY AND SOCIAL REACTIONThe object of this research is to define the process of social reaction to juvenile delinquency, as well as the criteria used by the agencies of social control in deciding what factors brand the adolescent a delinquent. Starting with self-reported delinquency, we follow its course within the system of social regulations practised by the public, the police and the courts.The data concern self-reported delinquency (measured by the questionnaire of Nye and Short on self-reported delinquency), delinquency officially known to the police, and the decisions taken by the police and judges with regard to delinquent acts. These data were gathered in five districts in Montreal, representing five social strata.The analysis of the stigma of delinquency showed that there is more chance of working-class subjects entering the juvenile justice system, above all where acquisitive and rebellious delinquency is concerned, especially in relation to the community, the family and sex. Among the middle and upper classes the stigma of delinquency is attached more to aggression and rebellion connected with automobiles and vandalism.As to the origins of social reaction ¦— the way in which an adolescent is admitted to the juvenile justice system .— the citizen reports offences against his person and property, while the police record offences against public order and morals.At the police level, the adolescent is returned to his home if it is a question of rebellion committed by a group between the ages of 12 and 15, whereas he is taken to court if his offence, reported by the citizen, is repeated and of a more serious nature. In the case of those taken to court, the adolescent is detained if he is a recidivist, and receives a summons if it is his first offence.The judges favor special measures in the case of rebelliousness, and no action at all (postponement sine die) in the case of aggression or theft by adolescents of the working class. A recidivist will be institutionalized for a serious infraction and treated within the community in the case of a less serious offence. Re-education in the community is given if the adolescent has been detained, and a fine if he has received a summons.The results clearly show that the characteristics of the delinquent acts are more important than the socioeconomic milieu in determining whatdecisions are taken. However, the socioeconomic milieu does influence admission into the juvenile justice system, as well as judicial reaction. Working-class subjects are given less attention than those from the middle and upper classes, postponement sine die is more often used in the working-class milieu, and fines, re-education within the community and institu-tionalization are more often applied to subjects of the middle and upper classes. Moreover, the margin of discretionary powers in decision making is, on the whole, rather narrow, which means that in the majority of cases, decisions can be explained by no other factors than the characteristics of the delinquent acts. This discretionary margin in decision making is narrow, both at the police and judicial levels, when a choice between particular measures must be made ; on the other hand, there is some leeway, since the judge must choose between postponement sine die and a particular measure. Finally, the course of the offence within the juvenile justice system reinforces the previous decisions through a process of amplification, which, as a consequence, penalizes working-class subjects to some extent.In short, delinquency is an adolescent phenomenon in general, but only a minority of infractions enter and continue to circulate within the juvenile justice system. The criteria for decision making are indeed socio-economic, but more often relate to the past history of the delinquent and the nature of his offence.

SMK Negeri 1 Julok is a school that teaches several skills programs to promote Software Engineering (RPL) expertise programs, in this case students are still not optimal on learning outcomes on KKM which have been identified in the Web Programming course on the 2018/2019 semester exam, students those who get results that have achieved KKM are less than students who have not achieved mastery, students who get more scores from KKM 60% KKM are determined in pairs of web programming lessons which are 75 with values ranging from 0-100, therefore the type of research that take the type of correlational descriptive research. The population taken in this study which took 30 students in class X Software Engineering Engineering (RPL) in the thesis research that the authors compiled resulted in the sample technique used in total sampling. Results show between 1). Learning effectiveness and benefits of a fully shared laboratory contributed 49.5% ‘2). Creativity contribution Students' interest in learning is 38.5%, towards learning outcomes. 3). LAB Computer provides a contribution of 38.6%, special learning outcomes for WEB subjects in the upper classes of RPL software engineering techniques in SMK Negeri 1 Julok. What I can conclude is that the higher the learning creativity, the greater the use of computer LAB, the greater the agreed upon results obtained from learning. Keywords: Computer Laboratory, Creativity, Learning Outcomes.

Objectives The purpose of this study is to identify the characteristics of each latent classes and to explore the factors affecting the classification of latent classes by sub-factors such as happiness, career maturity, creative personality, and citizen participation as emotional core competencies of talents with creativity-convergence. Methods Among the 3,000 students (cohort of 4th grade elementary school student, 1st grade in middle school, and 1st grade in high school) who were selected in the first year of the Daegu Education Longitudinal Study (2017), the subjects of this study were fourth-year students corresponding to the first year of high school in 2020. The target marking was stratified sampling method, which divided Daegu Metropolitan City into eight administrative districts, and the schools in the area were tabulated wirelessly, and the number of schools in each target layer was determined in proportion to the number of students in the target layer compared to the total number of students. High schools were determined in proportion to the number of students by dividing them into general, special-purpose, specialized, and autonomous public high schools according to their affiliation, and 979 boys (52.5%) and 897 girls (47.8%) A total of 1,876 data were used for analysis. The emotional core competency measurement tool used a total of 49 questions related to happiness, career maturity, creative personality, and civic participation used in the longitudinal study of education, and the factors influencing this were largely divided into individual (3 factors), family (5 factors), and school (5 factors) factors, and the questions were used for analysis. Results The number of latent classes was confirmed to be most appropriate when classified into three, and the results of analyzing the factors affecting the latent classes are as follows. First, in the individual factors, self-efficacy was found to have a very important effect on emotional core competencies. Second, in the family factor, communication with parents had the greatest influence. Third, in the school factor, support from friends was found to have the greatest influence. In particular, in the individual factors, self-efficacy was found to have a superior effect on self-efficacy in the upper group compared to the overall lower group, and the support of friends and cooperative learning had a greater effect than the support of teachers. Conclusions Schools and educational authorities recognize the importance of communication between parents and children and positive relationships between friends and teachers, and for this purpose, it is necessary to devise and apply customized programs suitable for the characteristics of the latent classes. Efforts to develop effective strategies and practice efforts to cultivate students' emotional core competencies should be continued.

Abstract In 1844, the year of Marx’s Economic and Philosophical Manuscripts and Engels’s Condition of the Working Class in England, the Anglophile and scholar Barbey D’ AureviHy wrote that whereas the working classes were constrained by scarcity and necessity the upper classes of society were constrained by their own rules and conventions, hence the dandy’s role to entertain a class boring itself to death within the terms of its elite sta tus.1 This chapter takes up the rules and conventions of upper-class life, specifically as evidenced within its elite educational system, and the possible subjects produced within that system. The first part is devoted to the male public schools; the second to women’s corresponding educations and opportunities. Both parts begin with brief histories of the schools and then go on to the subjective reactions conveyed in former pupils’ auto biographies, with special attention to convention, hierarchies, and the oppositional moves they fostered. Both parts ultimately consider the broader implications for subjectivity, value, and literary value. In recent debates within Critical Legal Studies, critics like Robert Gordon have suggested the importance of” decoding the vernacular,” or studying how law has been imbricated in, and has helped to structure, the most routine practices of social life.2 In studying the effects of rules and hierarchy, or social formalism, upon Victorian subjectivity in this chapter, I attempt one such decoding of the vernacular.

In India mathematics is a compulsory subject for the primary, upper primary and secondary classes. In secondary school curriculum among the compulsory subjects MATHEMATICS is the most vital subject and at the same time it is the most difficult one as per the learners’ opinion as well as the parents. So, the subject is neglected by many students and as a consequence Mathematics Phobia is often developed in the students’ mind. There are many more factors which are connected to this growing distaste in learning mathematics like in appropriate curriculum organization, methodology of teaching, teachers’ knowledge, assessment techniques [Das,M.2010] and management of classroom environment. The said problem is not a new one but in present teachers’ training course special attention is given on it. In this paper author will discuss that how the teaching skills and teachers’ professionalism can create a positive environment to motivate students. Keywords: Mathematics Teacher, Learners, Curriculum, Professionalism