Suchergebnisse

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

Business enterprises have been an integral part of human society ever since the dawn of civilization. Various forms of business organizations have been developed in response to the growth of the economy. The corporation is, "the dominant type of business enterprise at the present time. The corporate economic system has evoked extensive admiration as well as wide criticism. It is the purpose of this study to make a review of how a corporation should function, and what a corporation should be. Part of the study is an attempt to locate the merits and demerits of the corporate form of enterprise. A survey was made of the literature available on this subject in the Forsyth Library and in the library of the Division of the Economics And Business of Fort Hays Kansas State College. Attention was devoted to the historical background as well as the current position of business corporations. The business corporations are especially adapted for our modern economic system, which is featured by mass production and mass distribution. However, the business corporation is capable of both great use and great abuse. Alongside the corporations which are formed for genuine business purposes are "those abused as shelters for committing business torts and crimes, or as vehicles for concentrating personal economic power. More complete governmental supervision over business corporations and the further development of social consciousness on the part of corporate management are two possible approaches to correcting such demerits as are incidental to the corporate form of business enterprise.

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.

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.

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.

Marriage may be viewed from several aspects: social, economic, religious, ethical, political, legal and anthropological. In recent years, several books on Marriage in the Talmud have been published in which their authors deal with the legal aspect of this institution. A study of Talmudic literature, however, leaves no doubt that the religious aspect of marriage constituted the main consideration of the Rabbis in formulating their Marriage laws. Conditions prevailing in Palestine and in Babylon during the first century B.C.E. and the four following centuries, compelled the Rabbis to stress the paramount importance of marriage as a religious duty. The nature of these conditions and how they influenced the Rabbis in their concept of marriage are fully discussed in the first two chapters. At the same time, the Rabbis felt that the social and economic aspects must not be overlooked. It may seam strange that for the purpose of marriage, Palestine should have been divided into three districts: Judea, Galilee and Transjordan. What is even more strange is the fact that a number of Babylonian scholars refused to marry into Palestinian families. This attitude of the Rabbis is fully explained in chapter three and various reasons are given to support their point of view. To the best of my knowledge, no complete picture of the various customs and ceremonials connected with betrothal and marriage in Talmudic times, has so far been presented. I have tried to rectify this omission. In my final chapters, I have tried to give not only a clear picture of the type of betrothal and wedding that took place in Palestine and Babylon during the Talmudic period, but I have also tried to analyse the various customs, ceremonials and rites in order to gain a clear understanding of their religious and social aspects. I have limited myself to the subjects indicated above as I considered them interrelated and of primary importance to the understanding of marriage in the rabbinic ideology. I have,therefore, omitted to deal with the rabbinic concept of divorce and other aspects of the relationship between husband and wife, as these topics require detailed treatment and could not, in my opinion, be included in the same dissertation.

South Carolina Nursing, directory issue, volume 15, number 3 (Winter 1963-1964).

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.

Palmetto Leaves, number 21 (August 1948). ; This item was misprinted without an issue number.