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N° 65 ; Périodiques Bulletin économique et social du Maroc ; BESM-article_65-06

At head of title: Pacific Southwest Academy papers, a center of the American Academy of Political and Social Science. ; Mode of access: Internet.

In this article Dr. García Hoz means, in a purely informative way, to answer the question: "how are those educators formed who are neither teachers nor parents considedered as such educators?" In order to facilitate the understanding of this problem he centers his study in three different aspects, politic, religious and undifferentiated one. The author poses the problem of the relationship between education and politics' and points out the politic concern on educational questions. He explains the service which education renders to politics and shows the inter-action of both of them in Spain. He studies the double aspect of the religious and educational problem to show its influence on pedagogical method and on the catechistical societies and on the National Catholic Action. After explaining the existing link betwen the above mentioned fields and the undifferentiated social one he gives a complete account of the Spanish societies whose specific aims and characteristics are social. He ends by stating the utility of these formative types and the convenience of increasing their contact with the professional educational institutions.

The purpose of this study was to compare American and Cyprus secondary education, in regard to purposes, content, organization and presentation in an attempt to arrive at unbiased generalizations whereby the two systems might be viewed more critically. In order to obtain reliable information on the American and Cyprus secondary education the following procedures were adopted: 1. Fourteen American states were selected, two from each of the s even divisions as listed in the Research Bulletin of t he National Education Association entitled Trends in City School Organization. A letter was sent to the superintendent of public instruction in each state requesting him to recommend ten public high schools. An information blank was then mailed to the administrative officers of the recommended schools, seeking information pertinent to the purpose of the investigation. 2. Three secondary schools were selected from Cyprus from the classification in terms of type of curriculum, as cited in the Report of the Department of Education, 1951- 1952. A wide range of educational literature relative to the problem was consulted. It was ascertained that in the United States schools seek to attain the democratic ideals through, (1) social-civic, economic, vocational and individualistic-avocational activities, (2) emphasis on the functional present and (3) training in how to think. The theories subscribed to by the greatest number of schools were that, (1) education should be concerned with adjustment of students to meet changing conditions, (2) truth is pragmatic, 3) students should be trained in a general education and a specific vocational pursuit, (4) each student should be regarded as a unique individual and (5) the fundamentals should be emphasized more than the other course offerings. In regard to the curriculum it was found that in the majority of the schools, (1) it is broad and varied to suit different needs and interests, (2) it is society-centered with due regard to children's interests and abilities, (3) offerings and method of presentation are largely organized into separate subjects especially in the senior high schools , (4) co-curricular activities are emphasized as indispensable requisites in the wholesome integration of the child, (5) the methods of classroom instruction are largely the recitation method and the resource unit method, (6) evaluation implies not mere testing of factual information, but also growth in attitudes, skills, mental processes, interests and so forth, (7) disciplinary problems are handled through self-analysis techniques and co-operation with the parents, (8) the administration seeks large cooperation with the staff in program and policy matters, (9) the pupils have some part in the determination of curriculum content, and (10) the administration seeks some pupil co-operation in program and policy matters. The findings indicated that in Cyprus secondary education is based on the principles that, (1) preparation for present and future life is achieved through a study of values and learning as established by the great thinkers of the past, (2) the function of the school should be to discipline its students to conform to and to acquire the values and learning of the past especially those of ancient Hellas and the Greek Orthodox Church, (3) a general education in the humanities and the sciences is indispensable for man's adaptation to life, and (4) the training of the body although important for intellectual development should be secondary to the mental development and be carried out on classical lines. In line with tm foregoing principles the majority of schools in Cyprus offer a rigid curriculum mostly of the academic type with very limited vocational offerings. The method of classroom instruction is largely the lecture method, offerings are organized into separate subjects and students have to conform to a strict disciplinary code. In view of the comparative study of the American and the Cyprus secondary education the following broad generalizations were formulated: 1. There should be equality of educational opportunities for every youth. 2. Values are both subjective and objective; they are not pragmatic. 3. A school should provide opportunities for individual and social integration but neither should be overemphasized at the expense of the other. 4. A general education should be the primary aim of the school with the provision of a vocational environment. 5. Close co-operation among the administration, the staff, the pupils and the community is essential in all aspects of the educational process. 6. The curriculum content should be presented in wholes not parts. 7. The school should have a varied extra-curricular program.

thesis ; During the course of the last ten to fifteen years the vaguely perceived social changes, caused by the terrific impact of the Great World War upon Europe and the world in general, began to crystalize into perceptible form - into definite movements which made themselves well known and keenly felt among the nations of the earth. In this period one finds the rise and strengthening of totalitarian movements, such as Communism, Fascism and Naziism, together with all their many ramifications. Naturally one is not surprised to discover counteractions and buffeting tendencies of democratic governments, which also in this period began to crystalize into protective programs against the onslaught of these powerful forces. During the last three or four years, and especially at the present time, the totalitarian states have come into open conflict with the democracies in their demand for increased world power. One of these states in particular has been and still is making itself felt in the world with no small degree of impact and drive. That state is Nazi Germany, which under the leadership of Adolf Hitler, is determined to increase its boarders If not by peaceful means, then by violence and war. One of the earlier conquests of Nazi Germany, although accomplished without actual warfare, was the gradual breakdown and the final occupation of the democratic Republic of Czecho-Slovakia during 1938-39.

"First printing." ; section 1. The economic aspect of the system.--section 2. The social aspect of the system.--section 3. The political aspect of the system.--Bibliography (p.365-367) ; Mode of access: Internet.

Vol.2 published in New York. ; Issued with United Nations publications sales numbers. ; v. 1. Political, economic and social aspects -- v. 2. Scientific aspects. ; Updated by supplements, issued 1952- by the Council's Atomic Energy Section. ; Mode of access: Internet.

Scales of maps vary from 1 : 75,000,000 to 1 : 150,000,000. ; Includes maps of the world showing physical, political, economic and social aspects, prepared by the Office of the geographer, Department of state, by the Office of strategic services, and by the American geographical society of New York, on the sinusoidal equal area and Miller cylindrical projections. International boundaries are as of 1937. ; Caption title. ; Mode of access: Internet.

Vol. 5 issued by the National League for Nursing, Division of Nursing Education. ; v. 1. Anatomy and physiology, chemistry, microbiology, physics.--v. 2. Ethics, group process, history, psychology and mental health, health and social aspects of nursing, sociology and anthropology.--v. 3. Nursing arts and sciences, nutrition and diet therapy, pharmacology.--v. 4. Medical and surgical nursing.--v. 5. Maternal and child care, gynecologic nursing.--v. 6. Communicable disease nursing, poliomyelitis nursing, tuberculosis nursing, venereal disease nursing.--v. 7. Psychiatric nursing and mental health nursing.--v. 8. Cancer nursing, nursing in diseases of the eye, ear, nose and throat; neurologic and neurosurgical nursing, orthopedic nursing, urologic nursing, occupational health nursing, tropical disease nursing.--v. 9. Professional adjustments. Economic background and economic security. Legislation and legal aspects of nursing.--v. 10. Curriculum, in-service education, library science, methods of instruction, research, student selection,evaluation and guidance, administration in schools of nursing, administration and supervision in nursing services. ; Mode of access: Internet.

South Carolina Nursing, volume 5, number 1 (April 1952). ; Misprinted as volume 5, number 2.

South Carolina Nursing, volume 2, number 3 (December 1950). ; Misprinted as volume 3, number 2.

South Carolina Nursing, volume 2, number 2 (August 1950). ; Misprinted as volume 3, number 1.

Palmetto Leaves, number 24 (June 1949). ; This item was misprinted without an issue number.

Palmetto Leaves, number 23 (March 1949). ; This item was misprinted without an issue number.

Palmetto Leaves, number 25 (September 1949). ; This item was misprinted without an issue number.