The problem of this study is the development of criteria for the evaluation of some of the guidance practices that are found in the student council and the home room organizations of a junior high school. The major consideration has been given to the development of the evaluative criteria, and not to the evaluation of the practices. The problem may be considered as three-fold in its scope. A solution has been attempted through the following steps: First, it will establish a method of evaluating the practices of the organizations mentioned. Second, it will analyze some of the common practices of these organizations through an application of the evaluative device to the practices. Third, it will record the findings, conclusions, and recommendations.

Are there personality characteristics statistically significant and of relatively large enough differences to make distinctions between talented achievers and underachievers? Would an identification of those personality characteristics be a necessary value to the institution of remedial procedures that might assist them in the realization of their maximal potential? What are the means by which a talented student is to be measured, aside from intellectual diagnostic procedures, that indicate this particular potential in certain areas or his ability to achieve in academic subjects by G.P.A. designation? The factors that produce achievement and underachievement are recognized in the light of success or failure in the peripheral structure encompassing the subject field itself. The achiever is an achiever only if he can meet the problems existing in the academic subject and solve them according to prescribed criteria. The underachiever, if he falls below the arbitrary standards set for the academic subject, is given a grade that evaluated his lack of performance only as it affects the actual involvement with extrinsic material. These evaluations offer no clues or information as to the specific personality characteristics that are part of the personality matrix of the talented achiever or underachiever that negate or stimulate students’ achieving or underachieving in an academic environment. The problem does not perforce exist in the academic sphere since the situation can be resolved by giving specific grade value to different performance levels. It does exist however, in the means by which certain conditions can be identified as residing in the student, and his social-interaction environment. This social-interaction environment intrudes the classroom as well as his relationships in the social milieu. Therefore, if achievement and underachievement are to have any dimensional values the forces that produce them must be understood not in the terms of a specific G.P.A. but in terms of acceptance or rejection of the procedures that would bring about these end results.

Is the seventh and eighth grade library of the Stockton High School adequate for the lower division of the school in the “Six-Four-Four” plan of organization?

The problem of this study is the development of a philosophy for two-year occupational programs in public junior college business curricula.

Thesis studying instances of cheating in junior high school. According to the introduction, the purpose of the study is: 1. To determine the extent to which pupils in the junior high school grades will cheat when allowed to score their own examination papers. 2. To determine the relation between the professed attitude toward cheating on examinations and actual cheating behavior. 3. To determine some factors related to cheating (p. 1).

"The purpose of this study was to determine expressed interest of high school seniors in Polk County in a Home Economics curriculum at Polk Community College. Florida rapidly expanded its post-high school educational programs in the 1950's and 1960's. In 1950, there were three state universities in Florida with a combined enrollment of approximately 20,000 students; presently, there are nine state universities with a combined enrollment that exceeds 92,000 students"--Introduction. / Typescript. / "August, 1975." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Agnes F. Ridley, Professor Directing Research Problem. / Includes bibliographical references (leaves 63-64).

The pricing of Initial Public Offerings (IPOs) is an area of interest to practitioners and academics alike given the empirical regularity of investors in IPOs making very large first day returns. These first day returns are as a result of share underpricing. Academics have explained the underpricing phenomenon in terms of ex ante uncertainty, namely the risk of pricing, off take and issuing of such shares. In an attempt to predict the degree of the phenomenon much work has been done in linking underpricing to company, issue and market related factors that are known prior to the listing (ex ante as opposed to ex post information). In the case of junior mining companies, underpricing is exacerbated by a lack of financial information making these issues difficult to value since such unseasoned companies have no past earnings history on which to base predictions of future earnings. Given this context, this study identified relevant factors from secondary sources which could be used to proxy the level of ex ante uncertainty and therefore correlate with the degree of underpricing. The analysis firstly sought to ensure that underpricing exists for the issues, market and time period of interest. Secondly the presence of a “hot issue” period (Ritter, 1984), which is exclusive to the natural resources sector, was investigated. Finally the relationship between underpricing and the relevant factors was explored using hypothesis testing about means and regression analysis. It was found that underpricing does indeed exist for junior mining listings on the Toronto Venture Exchange (TSX-V) between 2005-2007. This said no evidence of the “hot issue” period could be found. In terms of linking company, issue and market related factors to the degree of underpricing this study failed to identify any significant predictors. It is argued that junior mining listings on the TSX-V may be a special case since some of these factors have successfully been used, by other researchers, to predict the degree of underpricing of mining IPOs. The fact that junior mining IPO’s listed on the TSX-V show a constant degree of underpricing over time implies that investors do not build market specific factors (market sentiment and commodity price) into the listing price. Rather investors seem to demand a constant degree of underpricing regardless of the market situation to compensate them for the “unknown” exploration risk. / Dissertation (MBA)--University of Pretoria, 2011. / Gordon Institute of Business Science (GIBS) / unrestricted

The study was conducted to develop a process by which teachers and counselors could initiate implement and evaluate career guidance activities in regular junior high school classrooms. The problem. Junior high school teachers in Utah were not participating with counselors in providing career guidance activities for students. Purpose. To conduct a pilot program in career guidance in which teachers and counselors at the junior high school level could create student activities which are applicable in the classroom from a pre-designed career guidance model. Objectives. 1. To develop career guidance behavioral objectives and learning activities applicable to teaching in the classroom at the junior high school level. 2. To evaluate the activities in a pilot project to determine if they reach the criterion set by the behavioral objectives. 3. To publish the developed bheavioral objectives and learning activities as a guide for further program development in junior high schools throughout the State of Utah. 4. To develop a contractual process for the purpose of involving counselors and teachers in career guidance activity development. Sample. The sample involved approximately 800 boys and girls, ages 13-15, at T. H. Bell Junior High School. The staff involved included the principal, one supervisor, two counselors and 16 teachers, five ninth grade, five eight grade, and six seventh grade teachers as determined by their homeroom assignment. Data. The data gathered were the written and evaluated activities developed by each teacher. Observational design. Contracts were written on each of the 56 pre-developed behavioral objectives. The contract stipulated the behavioral objective, time limitations for completion and the criterion level. The teacher, with the assistance of a supervisor or principal, developed activities which met the established criterion. Upon completion, these materials were compiled by a supervisor and final evaluation for correctness and completeness was determined. Upon completion, the teacher received a pre-arranged financial remuneration. the completed activities were placed in book form to correspond with the behavioral objectives. This placed the teacher developed activities within the total curriculum model at the junior high school level. Summary. Career guidance activities were written, and tested to determine if they reached criterion level specified by behavioral objectives, and these were then used in junior high school classes. the result of the process was to expand the career guidance offering at one junior high school from two counselors interacting with the students to a large portion of the faculty interacting with students relative to their future career choices. It appears that the process developed in this study has merit as it pertains to career guidance activities integrated into regular classrooms. The career guidance model with the developed activities were distributed to junior high schools throughout the state for the purpose of serving as an example of expanding career guidance activities into the regular classroom.

The study was conducted to develop a process by which teachers and counselors could initiate implement and evaluate career guidance activities in regular junior high school classrooms. The problem. Junior high school teachers in Utah were not participating with counselors in providing career guidance activities for students. Purpose. To conduct a pilot program in career guidance in which teachers and counselors at the junior high school level could create student activities which are applicable in the classroom from a pre-designed career guidance model. Objectives. To develop career guidance behavioral objectives and learning activities applicable to teaching in the classroom at the junior high school level. To evaluate the activities in a pilot project to determine if they reach the criterion set by the behavioral objectives. To publish the developed bheavioral objectives and learning activities as a guide for further program development in junior high schools throughout the State of Utah. To develop a contractual process for the purpose of involving counselors and teachers in career guidance activity development. Sample. The sample involved approximately 800 boys and girls, ages 13-15, at T. H. Bell Junior High School. The staff involved included the principal, one supervisor, two counselors and 16 teachers, five ninth grade, five eighth grade, and six seventh grade teachers as determined by their homeroom assignment. Data. The data gathered were the written and evaluated activities developed by each teacher. Observational design. Contracts were written on each of the 56 pre-developed behavioral objectives. The contract stipulated the behavioral objective, time limitations for completion and the criterion level. The teacher, with the assistance of a supervisor or principal, developed activities which met the established criterion. Upon completion, these materials were compiled by a supervisor and final evaluation for correctness and completeness was determined. Upon completion, the teacher received a pre-arranged financial remuneration. The completed activities were placed in book form to correspond with the behavioral objectives. This placed the teacher developed activities within the total curriculum model at the junior high school level. Summary. Career guidance activities were written, and tested to determine if they reached criterion level specified by behavioral objectives, and these were then used in junior high school classes. The result of the process was to expand the career guidance offering at one junior high school from two counselors interacting with students to a large portion of the faculty interacting with students relative to their future career choices. It appears that the process developed in this study has merit as it pertains to career guidance activities integrated into regular classrooms. The career guidance model with the developed activities were distributed to junior high schools throughout the state for the purpose of serving as an example of expanding career guidance activities into the regular classroom.

From the observations of counselors and teachers within our school district there seem to be these indications: (a) That many failing students are experiencing personal adjustment problems due to a faulty self concept and that they tend to behave in terms of how they perceive themselves, or according to the role forced on them by others. So if they have been labeled as a failing student this is the role they perceive for themselves and they tend to behave in terms of the role they perceive for themselves. (b) Non-promoted students who have been retained seem to have a lower self concept than those who have been socially promoted. (c) Failing students often employ some compensatory behavior to satisfy their need for acceptance and recognition. (d) It has been observed that non-promoted students often do no better the next year if retained. All that retention seems to do is to reinforce their feelings of inadequacy. (e) In counseling with students who have failed and have a common problem, it has been observed that the peer group often acts as a form of motivation to do better thus justifying group counseling as a possible answer to failure rather than retention. If, as suspected, failure is due in part to a faulty self concept, then in order to attempt to prevent failure and to counsel more effectively with the failing student, we should get to the source of the problem rather than to merely treat the symptom. If failure also intensifies feelings of inferiority then the development of a low self concept could be partly the result of failure.