Boarding Students Research Articles

The Dawn of Bronchoscopy

The Dawn of Bronchoscopy

This Side of the Mountain

This Side of the Mountain Sidney Saylor Farr In the Summer 1996 issue of Appalachian Heritage, four people wrote about their different viewpoints of growing up in Appalachia. Reading and editing those pieces for publication brought to mind my own life in Southeastern Kentucky. It is said that immigrants need three generations to become Americanized, but that Appalachian people only have one generation in which to do it. It is a great psychological bridge from the mountains to wherever we go. For generations mountain women knew where their place was and how they fit in their various roles. Their strength and independence grew from their ties to the land and to families. Everyone worked to help the family survive. The women were strong and used to defending their own against the outside world. The roles mountain women have played since early pioneer days have changed. Land that once nurtured them and their livestock does not look the same any more. Many mountain women have moved with their families "up north" hoping for a better life. Yet they found that people there had not woven a garment of love and welcome for them, and often classified them as ignorant hillbillies, too lazy to work or do much of anything else. With this kind of stereotyping, it was hard for them to keep in mind that they were once individuals, making a difference in their communities at home, and that they were still the same people, only farther away from home. Can we ever measure or weigh the worth of a human being? How does one make the transition from a traditional society into a modern society and keep any realistic image of self? I am the oldest of ten children from far back in Bell County, Kentucky . Father worked in the timber woods when he could. We ate what we grew on the place or could glean from the hillsides. Just about everything was made by hand, and we had little contact with people outside the region. I married when I turned fifteen. I wanted to go to school, but Father said no. There was no money for me to be a boarding student at the Red Bird Mission School or the Pine Mountain Settlement School. We would not take handouts from those people, he said. My introduction to the world beyond the mountains came when I was nineteen. Missionaries from the Red Bird Mission came to Stoney Fork to start a community center and build a church. I thought the missionaries were perfect people. They brought me books to read, taught me to play the piano, and told me about Chicago, New York, San Francisco, Europe. I decided that if I were to live in a town or city some day, I'd need to talk and act like city folks did, much to the disgust of my family and friends. However, I was more driven to "get above my raising" than they ever imagined. I worked for my high school diploma by correspondence from the American School in Chicago, graduating in five years. In 1960 we, as thousands had done before us, went to a big industrial city to find work. I worked doubly hard to prove that I was worthy, even if I was from Appalachia. However, in this new environment I never told anyone voluntarily of my origins. But I managed to fit in very well while learning first-hand about things I had only read about before. Away from the mountains, I was dreadfully homesick for them. To alleviate some of the pain I felt at that time, I began writing about the mountains and my people. In 1962 we moved to Berea and in 1964 I began working for the Council of the Southern Mountains on the staff of Mountain Life & Work, a quarterly publication. There I was again brought face to face with my people and Appalachia. The council was involved with the War on Poverty; college students, community activists, social workers, and educators came in on a wave of money from Washington, D.C, and streamed out into the mountain communities to live and work. Although I was not directly involved in the social...

A Comparison of WISC-III and OLSAT-6 for the Identification of Gifted Students

The entire cohort of grade 3 students in a Canadian urban school board was screened in the school years 1991-1992,1992-1993 and 1993-1994 to identify gifted students. All 2,306 students look the Otis-Lennon School Abilities Test-6th Edition (OLSAT-6), after which 261 students also took the Wechsler Intelligence Scale for Children-3rd Edition (WISC-III). Based on the WISC-III scores, 2.3% of the population were identified as gifted at the 98th percentile or higher, whereas 2.6% scored at the 97th percentile or higher and 3.7% at the 96th percentile or higher. An equivalent number of boys and girls were identified as gifted with WISC-III. In contrast, using the OLSAT-6 alone, only 1.2% of the population would be identified as gifted at the 98th percentile or higher, 1.7% would be identified at the 97th percentile or higher, and 2.2% would be identified at the 96th percentile or higher. The correlation between WISC-III and OLSAT-6 for students scoring at the 98th percentile or higher on the WISC-III was .39 in this small sample of students having a restricted range of scores on both tests. Discrepancies between WISC-III Verbal and Performance IQ scores and between OLSAT-6 Verbal and Nonverbal Scaled Scores for gifted students are presented. When used alone, the OLSAT-6 does not appear to be an effective screener for grade 3 students who will score in the gifted range on WISC-III. Un dépistage de tous les élèves de 3ième année d'un conseil scolaire urbain et canadien était fait pendant les années scolaires de 1991-1992, de 1992-1993 et de 1993-1994, afin d'identifier les enfants surdoués. Tous les 2,306 élèves ont subi l'épreuve des habiletés scolaires Otis-Lennon, 6ième édition (OLSAT-6). Ensuite, 261 de ces élèves ont subi l'échelle d'intelligence Wechsler pour enfants, 3ième edition (WISC-III). Les résultats obtenus sur le WISC-III suggèrent que 2.3% de la population se situent all rang Trés Supérieur, c'est-à-dire, au moins au 98ème rang centile, que 2.6% ont obtenu les scores au moins au 97ème rang centile et que 3.7% se situent au moins au 96ème rang centile. Un nombre équivalent de garçons et filles ont été identifiés comme sourdoués au WISC-III. En comparaison, quand l'OLSAT-6 a été utilisé uniquement, seulement 1.2% des élèves ont rencontré les critères d'identification comme surdoué au 98ième rang centile ou supérieur, 1.7% serait identifié comme tel au 97ème rang centile ou supérieur, et 2.2% serait identifié au 96ème rang centile ou supérieur. La corrélation entre le WISC-III et l'OLSAT-6 pour les élèves qui ont obtenu les scores au 98ème rang centile ou supérieur au WISK-III a été .39 pour cet échantillon petit des élèves ayant une gamme restreinte de scores sur les deux épreuves. La divergence entre les scores obtenus sur les échelles verbales et non-verbales du WISC-III et aussi entre ceux obtenus sur les échelles verbales et non-verbales de l'OLSAT-6 pour les élèves identifiés comme surdoués est presentée. Quand utilisé uniquement, l'OLSAT-6 ne paraît pas éfficace pour dépister les élèves au niveau de la 3ième année qui obtiendraient les scores au rang Trés Supérieur sur le WISC-III.

Stagnation Without Equity: Patterns of Growth and Inequality in China's Rural Economy

When China's leaders launched rural reforms in the late 1970s, they acknowledged the nation's need to modify its commitment to egalitarianism.1 Slogans such as Tt is glorious to be rich!' and 'Some areas will lead; others will follow!' signalled this fundamental shift in ideology. Leaders backed up these exhortations with a series of concrete policy actions ? establishing the Special Economic Zones and implementing the East Coast-first policy, introducing financial reforms, and initiating the rural industrialization movement. In China's version of the 'trickle down' theory, certain core areas were to take the lead in the modernization process and provide models for other areas to later emulate. Adopting strategies that had been employed

Social Adjustment of Female Early College Entrants in a Residential Program

Previous studies of the general emotional adjustment of early college entrants have not investigated the social adjustment of adolescents who leave home to attend a residential program. This study assessed the social adjustment of female early college entrants using standard measures of adjustment and two comparison groups (traditional college students and boarding school students). Social adjustment was assessed in the areas of social activities, social skills, social confidence, social conformity, and social support. Although all groups evidenced good overall adjustment, there were noteworthy group differences. Early entrants evidenced higher social conformity and solitary activity than boarding students, who had more social activity. Early entrants and college students evidenced similar social adjustment, but early entrants reported a high level of dissatisfaction with their social lives. Overall, female early college entrants in a single-gender residential program are socially well-adjusted, although there are specific areas in which their social adjustment could be improved.

The relationships of calculated percent body fat, sports participation, age, and place of residence on menstrual patterns in healthy adolescent girls at an independent new England high school

A prospective study was undertaken to determine normal menstrual patterns in healthy girls in an independent high school and assess the effects of exercise (type and hours per day), age (chronologic and gynecologic), calculated estimate of body fat, and place of residence (boarding and day students) on menstrual function. Three hundred twenty-seven girls (means age 15.5 +/- 1.1 years) answered a questionnaire on menstrual history; 306 (93.6%) were postmenarchal and 21 (6.4%) premenarchal. Calculated estimate of percent body fat was significantly lower in premenarchal than postmenarchal girls (22.4% versus 27.3% p less than 0.0001). Ninety-three percent of adolescents reported flow lasting 4-7 days; 59.7% dysmenorrhea; and 63% premenstrual symptoms. There was no correlation between estimated body fat or hours per day of exercise and the regularity of menses, duration of flow, or dysmenorrhea. With the exception of gymnastics and dancing, sports participation had little or no impact on menstrual patterns. Follow up questionnaires and menstrual calendars were obtained from 87 girls eight to fifteen months after the initial questionnaires. All girls whose cycles had changed from regular to irregular were boarding students, confirming previous anecdotal reports that separation from home may be a significant stress for adolescents.

Academy Rash

Over a few weeks, 69 children (13%) enrolled in a private school manifested an erythematous and migratory rash, most commonly on the extremities, along with fever or other systemic or respiratory symptoms. Fever lasted for a mean of four days, and rash, 11 days. Cases appeared in every grade from kindergarten through ninth, and the incidence peaked in the fifth through seventh grades. More boarding students were affected than day students. Secondary cases in households of affected children and among adults from the school were noted. Eighty-eight attempts at virus isolation were unsuccessful. The illnesses were consistent with erythema infectiosum, a disease of unknown etiology, which has occurred in epidemic form in schools and also in sporadic cases. (<i>JAMA</i>1982;248:568-572)

THE REPLIES OF TEACHERS OF ENGLISH TO A QUESTIONNAIRE ON ESSAY TESTING

ABSTRACTTeachers of English were asked about the amount of composition in their curriculum and were questioned on their opinion of essay testing in general and the GCT in particular. Questionnaires were sent to 224 teachers; responses were received from 84 per cent.According to the figures provided by the teachers, the amount of writing practice now given to students in high school is slightly more than the amount given ten years ago. About one quarter of the schools give less composition work mainly because of the heavy teaching load and competing activities for student and teacher. About one third of the schools give more practice because of a growing realization of its need with greater numbers of students headed for college. The assignment of numerous short paragraphs rather than long themes was often cited as a means of maintaining writing practice in the face of growing numbers of students. There is a little evidence that believing the College Board stresses essay testing is associated with increased instruction in writing.When asked about the effect of College Board essay examinations on their teaching, about one teacher in five or six admitted that such tests served as a goal for the students, or as a factor in the number of writing assignments made. Many teachers expressed the desire for more information about the Board's tests. About four out of five of those who had any College Board students were strongly in favor of the Board's maintaining an essay test in its program. Most of the teachers felt an essay was the only way to measure a student's competence in writing and thinking. A few favored it to motivate the student or to encourage writing in the curriculum.Only about a third of the teachers were familiar with the GCT. Of these, a majority favored it. However, those who seemed to know the test best, as evidenced by their detailed discussion of it, tended to criticize it severely or to oppose it. Their principal objections were its high difficulty, the fact that it dealt with concepts unfamiliar to eleventh graders, and its unreliability.It is clear that teachers of English want an essay test. However, their main reason for wanting it is to measure competence, a service which it performs only poorly. Nevertheless, there is a good deal of evidence that essay examinations for college entrance would effectively encourage writing instruction at a good many schools. There is less enthusiasm for the GCT than for essay tests as a whole. In view of the trend in their own teaching and in view of remarks about the GCT and recommendations for replacing it, the teachers would probably welcome a change in the direction of an essay examination calling for the writing of a series of short expository passages on a variety of subjects. They would like to be better informed about the kind of writing that the Board requires.

North Texas Agricultural College Slang

HE NORTH TEXAS AGRICULTURAL COLLEGE is a coeducational junior 1 college located at Arlington (population 8,ooo), between Dallas and Fort Worth. It has an enrollment of approximately twenty-four hundred students, of whom about four hundred are girls. Most of the students are from Dallas and Fort Worth and consequently commute. Only 128 boys live in the one dormitory on the campus; other boarding students and the girls live in private homes. In spite of the fact that the students do not live together, there is a vocabulary current among the male students which consists largely of military terms, since the school offers military science and tactics and since 60 percent of the students are veterans of World War II. Many of the terms listed below were probably acquired in the service. The definitions used represent largely the informants' own terminology in defining the term. An attempt has been made to indicate words that have been included in other vocabularies to show their possible source and their frequency. The following abbreviations of references are used in the vocabulary:

Teaching Federal Board Students

The Government is providing training for disabled soldiers at Purdue University the same as at other Land Grant Colleges. There are two classes of these men: those who are taking regular university courses and those whose previous training does not enable them to do the regular university work. For the latter, special courses have been arranged in the School of Agriculture. Each man decides upon his training objective and then takes those courses in the line of work in which he expects to specialize, together with other courses which he may use as a sideline, and also some subjects which are fundamentals, such as biology and chemistry. It is planned that when the school training period is completed the student, in case he is going to work for someone other than himself, will be put in placement training for a certain length of time. In case he has a farm .

Federal Board Students’ Judging Contest

On Friday, December 2nd at the first Federal Board Students Judging Contest ever held in connection with the Great Heart of America Poultry Show at Kansas City, Missouri, the team from Kansas State Agricultural College took first honors with a score of 2420 points out of a possible 3200. The University of Missouri placed second, 2370 points ; the University of Nebraska, third, 2305 points ; and Iowa State College (Ames ) fourth with 2295 points.A. F. Hartman of Missouri and N. R. Bickford of Kansas tied for highest individnal honors, each receiving 665 points or 80% out of a possible 800. The tie was finally broken in favor of Mr. Hartman as he had placed three classes perfect to Mr. Bickford’s two.The team consisted of N. R. Bickford, Arlie Duree, Carl O. Watson, and Clyde E. Stout. These men are all veterans of the World War sent .