Secondary Grammar Research Articles

Collections in the Jesuit Archbishop’s Secondary Grammar School in Kalocsa (Hungary)

In this paper, the author introduces the collections of the secondary grammar school in Kalocsa. The author researches: (1) the subjects that the formal collections were created to facilitate teaching, (2) what their purpose was, (3) the manner in which these collections were accumulated, and (4) how they were used. The annually published school yearbooks provided the main sources of this research. As a method, we applied historic document analysis. The value of teaching natural sciences was amplified in the course of the 19th century, primarily in its second half, as a result of industrial modernisation. Thus, a number of natural scientific subjects were taught on an obligatory basis (natural history, geography, physics, chemistry). Studying these subjects was facilitated by the collections, which were also established in this grammar school – besides the collections of humanities such as the historical one. The mineralogical collection constituted the most outstanding one in the Kalocsa secondary grammar school, but its animal and plant collection also burgeoned. Behind these outstanding collections stood one or other Jesuit teachers, who were driven, besides the aim of teaching, by the desire of scientific understanding. Among the Jesuits in Hungary, just as in other countries, the interest in natural sciences escalated. The collections grew during the study tours announced for students, in the course of the curators’ acquisition excursions, and also as a result of donations, purchases and exchanges. Following the state appropriation, the material of the Kalocsa caches was dispersed.

Oktatási mélyfúrások: Különböző fenntartású középiskolák profilja 11. osztályos tanulóik jellemzői alapján

The choice of a secondary school is influenced by several factors, for example the profil of the institution. In previous researches children with better family backgrounds prefer the „unique” (classes with an increased number of lessons, bilingual training or schools with non-state maintainer) institutions (Hegedűs, 2016; Garami, 2020). In our paper, we analyse the database called „Learning and teaching German in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (2018–2019)”, with data of 890 students, who learned German and/or English in the 11th grade of secondary grammar or technical school in this school year. From this database, we examine the data of eight institutions of four maintainers (466 students) in SPSS program with crosstabs- and ANOVA-analysis with the following variables: maintainer of the secondary school, family background of the students and characters of secondary school choice. According to our results, the secondary school choice and learning foreign languages can characterised with consideration for practicum, further learning’s plan and the usefulness on the labour market. The students chose the analysed institutions mostly because of the high level of the teaching, the simplicity of all-days going to town and the simple higher educational admission.

Teaching through objects and collections: The case of Strängnäs Secondary Grammar School and school museum 1830-1960

This paper aims to introduce educational history to multimodal studies by combining a source-oriented approach with multimodal social semiotics. We trace the role of objects and collections in teaching and learning, and focus on Strängnäs Secondary Grammar School in Sweden 1830-1960 as a case example. Closely examining original documents, remaining physical objects, and examples of their situated use as represented in photographs and drawings, the paper provides a nuanced perspective on how object-based pedagogy was applied. It traces how objects and artefacts were incorporated into the school’s collections, by the actions of different actors, in processes of recontextualisation and framing. The activity types that we use as examples, include: drawing lessons in art, weapons practice in physical education, plant collecting in botany, and map exercises in history. These examples show how objects and their meaning potential were used in teaching and learning, and how they realized certain discourses of schooling. Based on our examples, we can see how educational discourses such as progressivism came to have different impact in different subjects. While an authoritarian and national discourse prevailed in art and physical education, a scientific and progressive discourse seem to have been established in botany and history. By combining multimodality with historical research, we can understand meaning-making within a larger context of sociocultural practices and sociopolitical forces.

„Generációk munkájára támaszkodva kutatunk” Beszélgetés Hajdú Zoltánnal 70. születésnapja alkalmából [Interjú

Zoltán Hajdú was born on May 4th, 1952 in Végardó. He completed his secondary school studies at the Rákóczi Secondary Grammar School in Sárospatak, and after his military service, he graduated from the Lajos Kossuth University of Debrecen in Geography and History. In 1976–1977, he was an assistant lecturer at the Technical University of Heavy Industry in Miskolc. He defended his doctoral dissertation at the Institute of Geography at the Lajos Kossuth University in 1977, and in 1977–1978, he became a scholarship researcher of the Central Office of the Hungarian Academy of Sciences in Pécs. Since 1978 he has been a research fellow at the Transdanubian Scientific Institute (and its successors) of the Hungarian Academy of Sciences. He defended his CSc dissertation in 1986 and became a Doctor of the Hungarian Academy of Sciences in 2002. His habilitation procedure was successfully completed in 2013 and he became a professor in 2017. The present semi-structured interview was conducted in March 2022 at the Institute of Regional Studies. The aim of the article is to help readers get acquainted with the most important stages of Zoltán Hajdú’s life, his relationship with geography, as well as the factors underlying the previous two and affecting his career.

Croatian Vocational Schools Within a Museum-School Partnership

The paper presents research on museum-school relationship from the point of view of teachers from secondary grammar and vocational schools. It explores their current and preferred interactions. The results show that teachers from vocational schools make field trips less frequently and are less satisfied with their relationship with museums. The characteristics of museum-school interactions are the same for both groups and form a model of low-intensity relations, with each institution maintaining its discrete authority, responsibilities and resources. Unlike the responses of the grammar-school teachers, those of vocational-school teachers do not indicate any development of the present relationship.

Relationship between motor learning and general intelligence

AIM: The aim of the research was to find out the differences in the level of motor learning (ML) and general intelligence (IQ). The research sample included 120 boys and girls of primary school and grammar school aged 12-17 years and the subsequent identification of a possible relationship between the two indicators. METHODS: 120 students Elementary school (ES) and Secondary Grammar School (SGS) took part in testing the level of motor learning and intelligence (n = 120). We evaluated the level of ML in boys and girls in the demonstration of learned gymnastic elements. We used the intelligence test to determine the level of general intelligence [1]. RESULTS: The results did not show significant differences in the level of motor learning and intelligence between the genders in either age category. Correlation analysis confirmed a significant relationship between ML and IQ excluding the gender factor (r = -0.297). When gender was taken into account, the relationship was seen only in boys (r = -0.312). We note that we found a lower rate of ML in students with a higher level of intelligence. CONCLUSION: We assume the continuity of certain mental and motor processes, which is called motor intelligence. The results of our research did not show significant differences in the level of ML and IQ in both genders. Boys slightly dominated in ML, girls in IQ. This difference decreases with increasing age. 

The Kalksburg Jesuit Secondary Grammar School And Its Polish Pupils (1856–1938)

Founded in 1856, the Kalksburg Jesuit Secondary Grammar School quickly became the signature school of the Habsburg Monarchy, as it was particularly popular among the aristocracy and lower nobility. This institution, which obtained its ‘publicity right’ in 1891, placed a great emphasis on physical education, besides education and religious formation. Their huge garden, complete with playgrounds and sports fields, created a suitable opportunity for exercise in any season. Due to its ‘convictus’ (i.e. a boarding school), the secondary school possessed a catchment area of attractions: before 1918, students from all over the Habsburg Empire – and even from beyond it – arrived to Kalksburg. Curiously, dismantling the Monarchy merely brought about a partial reapportionment, obvious in the case of Polish students, whose number dropped considerably. The secondary school remained mindful of cultivating education in the students’ mother tongue, as well, so those who were ready for it could also learn the Polish language.

Students doing and producing science The missing last mile in digital science pedagogy

Máté Nászai had been at the first course when he had started his experiments on a mini biogas power plant fed with bacteria that would be able to provide energy for his school (Miklós Radnóti Secondary Grammar School in Szeged). Ten years ago when, at the age of 15 and the second year of the school, his work was presented in a newspaper article (Hargitai, 2009), his current research challenge was to jump from the ten-litre size to one cubic metre. And although he was giventheoretical support and microorganisms by the relevant department of the University of Szeged, the work he carried on together with his teachers and peers, which was aimed at the development of new biotechnological know-how, must be considered an independent applied research project. 1 Let us see an example from the world of basic researches, too. The youngest author of the gravity centre of scientific publication products, the Nature, fifteen-year-old Neil Ibata contributed to the theory of galaxy evolution when, some years ago, his simulation proved of the dwarf galaxies rotating around the Andromeda that their motion is not chaotic; they form a huge but systematicallymoving structure through 1 million light-years (Ibata, 2014). 2We could go on telling several similar stories from each part of the world. It was always clear that after a certain age, some students’ performance might reach or even exceed that of the qualified members of the scientific community – or at least can be compared to that in some respects. It was not questioned in the pedagogical tradition either that the contribution of school environment might help child prodigies (wunderkind) create full-value scientific results by “adding” to the “brought” family, cultural and socialization elements. 3 This was clear already at the beginning of the 20th century – in Hungary, too, where it was not only young mathematicians and chemists but “literaryhistorians” and “ethnographers”, as well, who approached reviews and editing publications directly from the school bench. István Hajnal conceived it that although medieval “French universities hadno notes about their students, based on the biographies we can highlight several examples of students younger than ten years old but attending university lessons; contemporaries often spoke of prodigy children who recited Latin authors by heart already at this young age” (Hajnal, 2008: 99).

A verbális mondatemlékezet sajátosságai középiskolás korban

The aim of present research is to analyse the verbal memory of teenagers on the basis of their sentence repetition task. We try to answer the question whether the age and the school type how can characterize their sentence repetition.
 Our hypothesis was, that the age and the school type can influance on their sentence repetition but the influance of the school type is stronger than the age factor. We also thought that the structure of the sentences and the number of the syllables of the words whic construct the sentences can influance the punctuality of their sentence repetition results.
 In order to discuss the hypothesis the series of experiment was carried out with the participation of teenagers (16 and 18 years, from the secondary grammar and secondary technical school). The test material consisted of 20 sentences, the students task was to repeat them after they had heard them. The analysis was in terms of punctuality, and we also analysed the length and the grammatical structure of the sentences in tems of the punctuality, furthermore the unfilled pauses occurring during the repetiton task and the time of the pauses, even the the types of errors in the incorrect sentences. The statistical anlysis was also done.
 The results showed that the elder students reached better achievement especielly those who are studying in the grammar school The repetition of shorter sentences was also better. The analysis of mistakes showed different results in terms of the school type and proved the memory capacity problems of the students studying in different school type.

Differential Perception of Roles and Conflict in the Management of Financial Resources: The Case of Stakeholders in Public Secondary Grammar Schools in the South West Region of Cameroon

Differential Perception of Roles and Conflict in the Management of Financial Resources: The Case of Stakeholders in Public Secondary Grammar Schools in the South West Region of Cameroon

Teacher’s Educational Support Services to Students with Learning Disabilities in Inclusive Educational Classrooms; The Case of Selected Secondary Grammar Schools in the South West Region of Cameroon

Teacher’s Educational Support Services to Students with Learning Disabilities in Inclusive Educational Classrooms; The Case of Selected Secondary Grammar Schools in the South West Region of Cameroon

Investigation of indoor aerosols collected at various educational institutions in Debrecen, Hungary

AbstractIn this study, atmospheric aerosol concentration levels in two schools (a primary and a secondary grammar) and a kindergarten were investigated. The selected institutions are located close to the center of Debrecen, where the traffic density is rather high. Coarse and fine mass concentrations (PM), elemental composition and mass size distributions were determined in the selected microenvironments. These were different classrooms, school yards, gymnasiums, a computer lab, a chemical lab and a so‐called salt room. The elemental composition (for Z ≥ 13) was determined by PIXE. In all cases, the coarse concentrations of PM were found to be higher inside the educational buildings than in the outer air. In every case, the indoor PM10 concentrations exceeded the EU air quality standard. The fine and coarse elemental concentrations did not exhibit marked variability in the selected microenvironments. On the basis of the mass size distribution, we found significant differences between the two rooms of the kindergarten. On the basis of the mass size distribution data, a stochastic lung deposition model was used to calculate the total and regional deposition efficiencies of the different types of particles along the human respiratory system. Copyright © 2011 John Wiley & Sons, Ltd.

Postmodernism as Secondary Grammar

I should like to begin as synoptically as possible, measuring the postmodern all at once and as if from some immense orbital apogee, launched, adrift, but actively scanning-via satellite. We shall thus adopt a position like that of Joseph McElroy's orbiting cyborg-human brain transmogrified into Interplanetary Monitoring Platform (IMP Plus)-processing a series of signals that have been transmitted to us in complex code.1 The signals, scripting our movements and orientation, direct our sensory apparatus toward a quite large, as yet ill-defined informational site. A synoptic per-

A Study of the Reactions of Secondary Grammar School Students to Indigenous Moral Values in Nigeria

The present article investigates the reactions of Nigerian secondary school adolescents to some indigenous moral values. Indigenous moral values are operationally defined as values that are native or original to Nigeria and largely uninfluenced by exotic forces. Indigenous moral education, or character training, is defined as the systematic instruction of pupils in these moral values. Before the introduction of Oriental and Western cultures into what is now known as Nigeria, indigenous moral values such as respect for and obedience to elders and other authority figures were inculcated in Nigerian youth. For example, children were not allowed to intrude into the discussions and arguments of elders and they were taught to accept without question the responsibilities and duties assigned to them. In exercising social control, traditional African societies stressed that children obey instructions implicitly, and deviations from cultural norms were severely frowned upon. Traditional African society also emphasized a strong sense of communal life, reflected in community ownership of land and social justice and social control through the family, agegroups, and elders (Amadi, 1982; Nduka, 1980; Sofola, 1973). Individual actions were to be carried out in harmony with nature, and the needs and interests of the individual were deemed secondary to those of the group (Okoh, 1982). With the introduction of Western education into Nigeria, adolescents were encouraged to disregard traditional beliefs and customs that placed emphasis on values such as communalism, respect, and obedience (Nduka, 1975). As Nduka (1974) notes, traditional African moral values constituted an obstacle to the Western system of thought aimed at empowering individuals to engage in critical thinking for individualized self-development and self-actualization. Notwithstanding, indigenous moral education seems to be regaining its importance in Nigeria's educational institutions. The inculcation in

Rhetorik ‐ alte und neue Disziplin

AbstractPlurifunctionality of rhetoric guaranteed its survival and promoted its renascence as modern discipline. There are four aspects of rhetoric to be pointed out: 1. rhetoric as the art of persuasive speech; 2. rhetoric as a doctrine (including its institutionalisation); 3. rhetoric as a descriptive apparatus; 4. rhetoric as a normative authority. The latter two aspects allow to define rhetoric as a secondary grammar and its function as that of a metatext. In the process by which a culture organizes itself the rhetorical text achieves the status of a metatext and thus comes into the same level as those texts through which a cultural system attempts to describe itself. Rhetoric describes and prescribes procedures for the construction of communicative forms and communicative situations in which speech is used for various purposes; that is, it takes on the task of making language functional. The dichotomous conception of language which rhetoric developed at its very beginning motivates the dichotomy between aesthetic (poetic) and practical functions of language. Rhetoric as a secondary system with normative claims and internalized (social and aesthetic) values becomes a decisive factor in the attempt of a culture to organize its lingual and communicative system, on the one had because of the deeply rooted dichotomy, on the other because of the tendency of rhetoric to build up a unified language with definite features and clear functions on the basis of the dichotomous scheme. Rhetoric as metatext, including its normative and descriptive functions, collapses in the 18th century, due to a new system of aesthetic values. The criticism of rhetoric is based on concepts of creativity and originality and a new evaluation of lingual questions. Thus the function of rhetoric as a stabilizing force is overthrown. The cultural context develops new decriptive systems with inherent normativity: stylistics, semantics, theory of literature, linguistic poetics, new (semiotic) rhetoric. The new disciplines retrace the path of rhetoric toward the stabilization of the unified language.

Robert Spence, 7 October 1905 - 10 March 1976

Robert Spence was born at South Shields, County Durham, on 7 October 1905, the only child of Rebecca and Robert Spence. His father was a marine engineer and since most of his life was spent at sea Robert’s upbringing was left largely in the hands of his mother. From 1911 to 1917 he went to the Stanhope Road Elementary School at South Shields and later, from 1917 to 1922, he attended Westoe Secondary Grammar School at South Shields where he obtained the John Heslop Scholarship. From his schooldays only a few memories survive: ‘We had one teacher known as “Boiler Smith” who made us learn poetry by boiling over and applying the cane. Another whom I remember with affection and respect was a true scholar. He was a historian and antiquarian who knew a good deal of science as well.’ It was the latter who first encouraged him in that direction. From Westoe Grammar he went, not yet 17 years old, to Armstrong College (now King’s) in Newcastle, then part of the University of Durham, where he obtained a first class B.Sc. in chemistry (1926), and M.Sc. and Ph.D. (1930) and finally the D.Sc. At Armstrong College he shared the Friere Marreco medal and prize for practical chemistry and the Senior Pemberton Scholarship. Apart from his academic studies, he took part in rowing and sculling; he rowed as stroke of college and university crews (for which his six foot height served him well). At this time he also developed an interest in industrial practice and spent a vacation course at the British Dyestuffs Corporation at Blakely in 1925. Other college activities were as secretary of the Newcastle Students’ Appeal in 1927, as President of the College Chemical Society, and as Secretary of the Bedson Club, a student scientific society at Armstrong College.

Local Community Efforts in the Development of Secondary Grammar School Education in the Western State of Nigeria, 1925-1955

Local Community Efforts in the Development of Secondary Grammar School Education in the Western State of Nigeria, 1925-1955

THE PROSPECT OF MARRIAGE: A STUDY OF THE ATTITUDES TOWARDS FURTHER EDUCATION OF A SAMPLE GROUP OF SECONDARY TECHNICAL AND SECONDARY GRAMMAR SCHOOL LEAVERS

Summary.— Many secondary grammar and secondary technical school girls fail to complete the full school course. This enquiry among 190 of such girls indicates how far their expectation of marriage influenced them to leave school early and to enter occupations not requiring further training and study.

British Seismological Observatories

THE Stonyhurst College Observatory has now ceased to record earthquakes, as has also the Royal Observatory at Edinburgh. Mr. E. W. Pollard has moved from the Isle of Wight to Dorking, Surrey, and hopes to set up his seismograph at his new home. He has presented a seismograph with mass 40 lb. to the County Secondary Grammar School at Newport, Isle of Wight, where the instrument has been set up and is being standardized. It is hoped to install good time-keeping apparatus shortly.