The purpose of this study was threefold: (1) to determine the degree of pupil failure as it exists in the Senior High School, Stamford, Texas; (2) to consider the extent to which the "basic factors" of failure contribute to pupil failure in this school; and (3) to submit suggestions as to how pupil failure may be reduced to a minimum in the Stamford Senior High School.

The problem of this study is to determine the extent of the mobility of pupil population in the East Van Zandt School, Fort Worth, Texas, and the relationship of this mobility to pupil achievement and progress.

The problem is to examine and analyze the methods used for reporting pupil progress in the elementary schools; to give evidence of the significant changes underlying the concepts of educational achievement; and to give consideration to the basic principles involved in order to develop a desirable method.

The problem set forth in this study is to determine the causes of delay in school progress in the Bowie, Texas, elementary schools, and in which grade or grades the delay occurs.

The problem involved in this study is to determine a satisfactory way in which public schools can adequately revise their scientific evaluation system in order to develop a more effective method of marking and reporting of pupil progress to parents.

The purpose of this study is to determine an adequate and justifiable report to the parents regarding the progress of students in the public schools of the Colbert community, Colbert, Oklahoma.

No description available.

Novel sounds in the auditory oddball paradigm elicit a biphasic dilation of the pupil (PDR) and P3a as well as novelty P3 event-related potentials (ERPs). The biphasic PDR has been hypothesized to reflect the relaxation of the iris sphincter muscle due to parasympathetic inhibition and the constriction of the iris dilator muscle due to sympathetic activation. We measured the PDR and the P3 to neutral and to emotionally arousing negative novels in dark and moderate lighting conditions. By means of principal component analysis (PCA) of the PDR data we extracted two components: the early one was absent in darkness and, thus, presumably reflects parasympathetic inhibition, whereas the late component occurred in darkness and light and presumably reflects sympathetic activation. Importantly, only this sympathetic late component was enhanced for emotionally arousing (as compared to neutral) sounds supporting the hypothesis that emotional arousal specifically activates the sympathetic nervous system. In the ERPs we observed P3a and novelty P3 in response to novel sounds. Both components were enhanced for emotionally arousing (as compared to neutral) novels. Our results demonstrate that sympathetic and parasympathetic contributions to the PDR can be separated and link emotional arousal to sympathetic nervous system activation.

This diploma thesis deals with the current situation in the area of cooperation between family and school in the elementary schools of the current educational stream of the Pelhřimov district. The aim of the thesis is to bring basic information about the issue and to find out the degree of cooperation between the mentioned actors by parents, teachers in the Pelhřimov district.The thesis is divided into theoretical and empirical part. The theoretical part is based on analysis of professional literature, clarifies the concept of communication, cooperation, pupil and teacher. The empirical part presents a research investigation, which was carried out at the first level of basic schools of the common educational stream in the Pelhřimov district among the parents of the first class pupils, among the teachers of these schools. The research was conceived by the method of quantitative investigation using non-standardized questionnaires of own construction. In conclusion, the obtained data are presented. KEYWORDS family, communication, school, pupil

To do a schedule for pupils in a school-setting is a hard and arduous task for any school. The purpose of this study was to investigate the possibility to move towards an pupil-oriented scheduling process in which the pupils themselves was given the opportunity to assess when they wanted different school-subject taught. The research questions in this study were whether or not pupils had clear preferences on when subject should be taught and why they did. The paper also deals with the question if the teachers had a similar perception of scheduling as the pupils. The theory of choice methods was utilized in a web-based questionnaire that was sent to a middle-school (year 7-9). The result in this study shows clear preferences between subject on when pupils want them to be scheduled with theory-based subjects in the beginning of the school-day and more practical and esthetic subjects later in the day. The conclusion of this this study is that because there are clear indications of preference of when different subject should be scheduled. Schools could utilize the result to move toward a pupil-oriented scheduling paradigm which could increase concentration and reduce the onset of fatigue during long days and therefore increase the pupils learning ability and school results.