Developing a Pupil’s Capacity at School

Schools must develop the pupils capacity for critical and independent appraisal and their ability to resist tendentious influence. This aim should be constantly pursued in, not least in addressed to classes or groups and in practical vocational orientation. A critical attitude means among other things that pupils are taught to query the theoretical foundations of and the selection of facts in the information supplied. They must be made aware, for example, of the uncertainty of forecasts, and they must be made critical of categorical statements concerning developments in the labor market. Schools should always state their sources and discuss whether the end in view has been allowed, deliberately or unconsciously, to influence the selection of facts or their presentation. An attitude of critical analysis also means that in connection with field trips, homework and practical vocational orientation, the pupils will ask questions and procure facts shedding light on social relations at work, values among different groups and problems such as the aims of activities, pay differentials, the status of different occupations, the relation between subordinate and superior, sex roles and so on, and that they will then discuss these questions and relate them to their own choice of occupation.

Schools have a special responsibility towards those who, for physical, mental and other reasons, encounter difficulties in their school work. School staff must therefore also devote special care to these pupils in the context immigrant children and their parents too are often in special need of assistance.

In principle, must be conducted using the same working methods and the same work procedures as other school activities. It must tie in with the pupils I perception of reality and must gradually broaden their perspectives. It must employ investigatory working methods and aim at pupil activity and individualization. It may constitute elements of class or group instruction as well as individual work, and it can provide a starting point for in-depth studies and project days.

An important part is played by the pupil’s conversations with teachers and counselor concerning his (or her) interests and plans for the future. The subject matter of many different teaching subjects, contributions by persons active in the community at large -trade union representatives and representatives of enterprise, the public sector and parents -field trips and practical orientation will give pupils an increasingly broad understanding of educational and vocational activities as their school career progresses. In this way personal interviews can lead the individual pupil to seek education and to attach importance to it.

Schools should encourage the individual to be independently active, to engage in self-analysis and to subject alternative choices to a process of appraisal. This will increase the pupil’s ability to cope with situations of choice and to revise his educational and occupational choice, for example when his educational and vocational plans have to be altered because of external circumstances or contact and partnership a change in his interests. But the person providing individual educational and vocational guidance should not remain passive. If teachers and counselors merely operate as the suppliers of information on demand, it will not become a powerful counterpoise to the influence exerted by the family environment, classmates, mass media etc.

Individual educational and vocational counseling interviews are optional for pupils and, of course, for their parents, but schools should endeavor to reach as many as possible, not merely through the medium of printed matter but also through activation measures.

Like other aspects of school instruction, requires a supply of printed material. Pupils must therefore be able to find the general and specialized information they require in the school’s book collections.

It is the responsibility of school management to ensure that is planned and evaluated as part of the school working plan.

In the various subject who are taught, teachers must let their pupils seek knowledge and develop skills which are of importance in the context. In language teaching, for example, it is natural for the pupils’ attention to be drawn to the importance of knowledge of languages in different occupations and fields of study and for a discussion to take place concerning the various occupations in which knowledge of languages is essential. Other subjects can make equally natural contributions towards an all-round orientation. Practical vocational orientation involves extensive co-operation with the working community outside the school. This participation by enterprise, public authorities and organizations etc. is an essential ingredient of educational and vocational orientation.

The school doctor, school nurse, school social worker and school psychologist have a special knowledge of the pupil’s aptitudes and needs. The work done by the counselor has a vital bearing on individual interviews, general information, and liaison work with receiving schools and contacts with labor market authorities. But the counselors should also join with teachers in discussing and planning the role in school work. In doing so they can make suggestions regarding investigations, projects studies, individual assignments, exhibitions and field trips.

USA High School Track & Field Records And The Current Best 2008 Performances

Performance results in track and field are easily understandable through time zones and cultures around the world. Unlike words and their pronunciation in different languages, numbers need no explanation to understand. It also helps that the metric system of measurement for distances is dominate worldwide.

Track and field competitors around the world are interested in comparing their performances with the performances of athletes in other countries. Here are the current United States high school track and field records through 2007 followed by the best current performances by high school competitors in 2008:

USA Boys High School Track and Field Records

100 Meters: 10.08 – 10.17 by Jeff Demps of South Lake High School in Groveland (FL).

200 Meters: 20.13 – 20.80 by Markus Henderson of Lewisville (TX) High School.

400 Meters: 44.69 – 46.41 by Tavaris Tate of Starkville (MS).

800 Meters: 1:46.45 – 1:48.97 by Joseph Franklin of Godby in Tallahassee (FL).

1,500 Meters: 3:38.26 – 3:52:63 indoors by Colby Lowe of Carroll in Southlake (TX)

1,600 Meters: 3:53.43 record set at equivalent yards distance – 4:05.57 by German Fernandez of Riverbank (CA).

3,000 Meters: 8:03.67 – 8:16.0 by Luke Puskedra of Judge Memorial Catholic in Salt Lake City (UT).

3,200 Meters: 8:36.3 2-Mile) – 8:46.40 by Luke Puskedra of Judge Memorial Catholic.

5,000 Meters: 13:37.91 – 13:55.96 by Chris Derrick of Neuqua Valley in Naperville (IL) – (Derrick’s time is the USA record for a high-school-only race).

110-Meter High Hurdles: 13.22 record set at equivalent yards distance – 13.51 by Spencer Adams of Butler in Charlotte (NC).

300-Meter Intermediate Hurdles: 35.28 – 36.28 by William Wynne of McEachern in Powder Springs (GA).

400-Meter Intermediate Hurdles: 49.38 – 50.46 by Reggie Wyatt of La Sierra in Riverside (CA).

4×100-Meter Relay: 39.76 – 40.26 by Rowlett (TX) High School.

4×200-Meter Relay: 1:23.31 – 1:24.06 – Hightower in Sugar Land (TX).

4×400-Meter Relay: 3:07.40 – 3:11.87 by Dominguez in Compton (CA).

4×800 Meter Relay: 7:32.89 – 7:44.39 by North Penn in Lansdale (PA).

Sprint Medley Relay: 3:21.1 – 3:26.16 by Mid-Prairie Community in Wellman (IA).

Distance Medley Relay: 9:49.78 – 10:02.47 by Carroll in Southlake (TX).

High Jump: 7-7 – 7-3.75 indoors by Eric Kynard of Rogers in Toledo (OH).

Pole Vault: 18-3 – 17-4.5 by Nico Weiler in Los Gatos (CA).

Long Jump: 26-9.25 – 25-6.75 indoors by Christian Taylor of Sandy Creek in Tyrone (GA).

Triple Jump: 54-10.25 – 52-4.75 by Will Claye of Mountain Pointe in Phoenix (AZ).

Shot Put: 81-3.5 – 70-6 by Jordan Clarke of Bartlett in Anchorage, AK.

Discus Throw: 234-3 – 222-1 by Mason Finley of Buena Vista (CO). (No. 3 all-time performer).

Hammer Throw: 255-11 – 244-8 by Trent Kraychir of Twentynine Palms (CA). (No. 3 all-time performer).

Javelin Throw: 241-11 – 223-8 by Kyle Smith of Daphne (AL).

(Note: Leaders based upon marks verified as wind legal in sprints, hurdles and horizontal jumps. Only fully automatic times are listed for sprints and high hurdles.)

USA Girls High School Track and Field Records

100 Meters: 11.11 – 11.16 by Victoria Jordan of Dunbar High School in Fort Worth (TX).

200 Meters: 22.11 – 23.43 indoors by Ashton Purvis of St. Elizabeth in Oakland (CA).

400 Meters: 50.69 – 52.83 indoors by Nadonnia Rodriques of Boys & Girls in Brooklyn (NY).

800 Meters: 2:00.07 – 2:03.20 by Chanelle Price is Easton (PA).

1,500 Meters: 4:16.6 – 4:17.46 by Jordan Hasay of Mission Prep in San Luis Obispo (CA). (No. 7 all-time performance; Hasay also has the No. 4 and No. 5 all-time performances run in 2007 and is a threat to break the USA high school record.)

Mile: 4:35.24 – 4:41.22 by Stephanie Morgan of Barnesville (OH).

3,000 Meters: 9:08.06 – 9:23.90 by Jordan Hasay of Mission Prep in San Luis Obispo.

3,200 Meters – 9:48.59 – 10:03.07 by Jordan Hasay of Mission Prep.

5,000 Meters: 15:52.88 – 17:03.79 indoors by Chelsea Ley of Kingsway in Woolwich Township (NJ).

100-Meter High Hurdles: 12.95 – 13.26 by Jacquelyn Coward of West in Knoxville (TN).

300-Meter Hurdles: 39.98 – 40.96 by Donique Flemings of Saginaw (TX).

400-Meter Hurdles: 55.20 – 58.96 by Ryann Krais of Methacton in Norristown (PA).

4×100-Meter Relay: 44.50 – 45.17 by Dunbar in Fort Worth (TX).

4×200-Meter Relay: 1:33.87 – 1:35.94 by Dunbar in Fort Worth (TX).

4×400-Meter Relay: 3:35.49 – 3:37.16 by Roosevelt in Greenbelt (MD).

4×800-Meter Relay: 8:50.41 – 8:43.12 by Roosevelt in Greenbelt (MD). (New USA High School Record set this year.)

4xMile Relay: 19:56.75 – 20:10.76 by Saugus in La Crescenta (CA). (No. 3 all-time performance).

Distance Medley Relay: 11:33.42 – 11:42.16 by Roxbury in Succasunna (NJ).

High Jump: 6-4 – 6-0.25 by Victoria Lucas in Midland (TX).

Pole Vault: 14-1.25 – 14-0 by Rachel Laurent of Vanderbilt Catholic in Houma (LA). (No. 2 all-time performer and a threat to break the USA high school record.)

Long Jump: 22-3 – 20-3.5 by Jacinda Evans of Southern in Durham (NC).

Triple Jump: 44-11.75 – 42-8.75 indoors by Vashti Thomas of Mt. Pleasant in San Jose (CA).

Shot Put: 54-10.75 – 52-4 indoors by Karen Shump of Penncrest in Media (PA).

Discus Throw: 188-4 – 183-11 by Anastasia Jelmini of Shafter (CA).

Hammer Throw: 201-7 – 179-0 by Victoria Flowers of Classical in Providence (RI).

Javelin Throw: 176-5 – 167-11 by Hannah Carson of Rhodes Junior High School in Mesa (AZ). (New USA high school freshman record.)

(Note: Leaders based upon marks verified as wind legal in sprints, hurdles and horizontal jumps. Only fully automatic times are listed for sprints and high hurdles.)

2008 Boys and Girls Highlights Thus Far:

All of the highlights in 2008 have thus far been produced by the girls, led by Roosevelt High School’s new USA high school record of 8:43.12 in the 4×800-Meter Relay, breaking the current 8:50.41 record. Roosevelt is located in Greenbelt (MD). Think for a moment about how difficult it would be to find 4 girls on a high school track team that could AVERAGE less than 2:11 for the 800-meter run.

Second best effort comes from Jordan Hasay of Mission Prep in San Luis Obispo (CA). Hasay has run 4:17.46 for the 1,500 Meter and has run two races faster at the same distance in 2007. The USA high school record for the 1,500 is 4:16.6, less than a second away.

Will she set a new USA high school record? The odds say yes. She also has the current best times nationally in the 3,000-Meter and 3,200-Meter runs as well. She has to be the premier girls high school middle distance runner in the country.

Rachel Laurent of Vanderbilt Catholic High School in Houma (LA) is only 1.25 inches shy of matching the USA high school record of 14-feet-1.25 inches in the pole vault. Her best height so far is 14-feet even. Can she set the national record? I say yes, she can.

Watch out for Hannah Carson of Rhodes Junior High School in Mesa (AZ). She has thrown the javelin 167-feet-11-inches to set a new USA high school freshman record. The national record is 176-feet-5-inches. Wow, she has an incredible chance to garner a national record before she graduates from high school.

We will keep you posted on the final 2008 results after the high school district and state meet competitions are held. I am sensing some more new national records from these outstanding young women.

Copyright © 2008 Ed Bagley

Discover How You Can Learn To Speak The Spanish Language Online

Now you can learn to speak the Spanish language from
courses that are readily available online. Learning to speak Spanish as a
second language has never been more important. As our world grows
increasingly more interconnected, the benefits of learning to speak the
Spanish language are becoming increasingly apparent.

In this article, we will look at the various ways you can learn to speak
Spanish. We will examine the advantages and drawbacks of learning the
Spanish language through books. We will examine the pluses and
minuses of learning to speak Spanish in a classroom setting.
We will show you why we think learning Spanish online holds huge
advantages over the more traditional methods of learning this or any
language. And we will discuss exactly what you should look for in an
online program to teach you to speak Spanish naturally and effectively.
There are several ways to learn to speak the Spanish language. Many
books are available to help you learn Spanish. These books come in
assorted prices and quality. And while you can learn to speak Spanish by
studying various texts, the process is often hard work.

In addition, the process of learning any language in this way is
unnatural. Finally, there is the matter of pronunciation. When learning
a language from a book, you never get to hear the language. This makes
it very difficult for you to speak the language in the real world.
Learning how to speak Spanish in a classroom is another option. This
method of learning a language has many advantages over learning
Spanish from a book. If your are learning Spanish in a classroom, you
have a presumably competent instructor that will help you with your
pronunciation. You will be able to converse in Spanish with your

Still, there are considerable drawbacks to learning to speak Spanish in
class. Classes can be very expensive. Costs can run into hundreds of
dollars at a university. You have to travel to the class which can be
costly. And you have to adhere to the class schedule. This can be nearly
impossible for many busy individuals.

The newest way to learn Spanish is to learn online. We think this is the
best choice for most people. If you learn to speak the Spanish language
online, you can learn at a time and place that is convenient to you. You
can review any lessons that give you difficulty.

The cost of many online courses is very reasonable when compared to
learning Spanish in a class. The best Spanish courses online are
interactive and can help you with your pronunciation. You will be able
to participate in a conversation in Spanish and be understood.
When you choose an online Spanish course be sure it includes all the
features you will need to learn Spanish in a fast, fun, and effective way.
Make sure your instructors are fluent in both English and Spanish.

You will want to make certain that your online Spanish course is
interactive.You will want the audio portion of the course to be playable
on your computer or mp3 player. And you will want a chance to sample
the lessons before you buy.

Learning the Spanish language can be a challenging and rewarding
experience. It has never been easier to learn another language. Learning
online is such as superior way to learn to speak any language. You can
be speaking in another tongue in just a few weeks. Explore the courses
available online and get started. In just a few short weeks you can be
speaking Spanish.