The French missionary Dallet (1874) wrote in his book that there was a common textbook for Chinese character instruction to their children both in the ancient China and in the ancient Korea. The common textbook, it was Tcheonzamun. It was called ‘The thousand character essay’ in English. The present researcher tried to translate the poem (Tcheonzamun 225th-240th). 225-228 禍(Hwa) 因(In)-一=口人 惡(Ag) 積(Zeog)-一=禾土貝 If you enter solely your wife (人) into the house (口), and if you make your wife in difficulty (禍), the harvest of your rice (禾) and the condition of your field (土) and the harvest of your shell in the sea (貝)will be deteriorated (惡). 233-236 尺(Tcheog) 璧(Byeog) 非(Bi) 寶(Bo) 철벅! 비벼 Tcheolbeog ! Bibyeo My husband treated me his wife in a very bad manner, he drove me into the water! He soaked me in the water.

During the work of Tcheonzamun (The thousand character essay) translation, the present researcher used two methods. The one is to utilize Korean pronunciation of Chinese character in Tcheonzamun, and the other is to use the meaning of Chinese character. In the present study, the researcher took the method of the meaning of Chinese character in Tcheonzamun. And the researcher took 16 letters of (Tcheonzamun 225th-240th). 225-228 禍(Hwa) 因(In) 惡(Ag) 積(Zeog) If you want that bad things (惡) occur (積) often to you, please make habit of (因) doing harm (禍) to your neighbors. 229-232 福(Bog) 緣(Yeon) 善(Seon) 慶(Gyeong) In order to occur (慶) many good things (善) in your home again and again, please do favor (福) here and there to other neighbors. And it will be done soon (緣)! 233-236 尺(Tcheog) 璧(Byeog) 非(Bi) 寶(Bo) In order for not-really joyful thing or not-happiness (非) to treat as treasure (寶), please keep a bag (尺) of precious pearl (璧) in your house. 237-240 寸(Tchon) 陰(Eum) 是(Si) 競(Gyeong) In order to take the happiness (是) in the strong desire (是), you might do these important things (寸) in your life (陰).

The French missionary Dallet (1874) wrote in his book that Tcheonzamun (The thousand character essay) had been used for textbook for children’s education for Chinese character in the ancient China and in the ancient Korea. This time, a poem of (Tcheonzamun 241st-256th) was studied. 253-256 忠(Tchung) 則(Tchig) 盡(Zin) 命(Myeong) 칙칙해지면! Tchigtchig Haezimyeon! My husband! When there are too many other people here! (Because I feel shy in front of other people!) 253-256 忠(Tchung) 則(Tchig)-人=目刀 盡(Zin) 命(Myeong)-人=一口ρ My husband, do you want to have (盡) good relation with me (忠), your wife, by inspecting me (目) and by your power (刀)? You had better use the very (一) important method (ρ), it is your talking to me (口)!

Dallet (1874) wrote in his book that Tcheonzamun (The thousand character essay) was a textbook of Chinese character for the children of the ancient China and those of the ancient Korea. There are two methods for interpret of Tcheonzamun (The thousand character essay) poem. The one is translation through the meaning of Chinese character, and the other is through Korean pronunciation of Chinese character. This time, the present study was carried out on the meaning of Chinese character. The present researcher studied a poem of Tcheonzamun 241st-256th. 245-248 曰(Wal) 嚴(Eom) 與(Yeo) 敬(Gyeong) If I am able to speak (曰) to them on common manner (or somewhat roughly) (嚴), to my family members and to my colleagues on my working place, I must have the important thing. It is the affection (敬) for them in my heart deeply (與).

The title is ‘The figure of Saint Mary is warm!’ French missionary Dallet (1874) expressed that Tcheonzamun (The thousand character essay) was used as a textbook for the children in the ancient China and in ancient Korea. It was used for instruction of Chinese character in the above two countries etc. There are two methods for the present researcher to translate Tcheonzamun poem. The one is through the meaning of Chinese character, the other is through Korean pronunciation of Chinese character. In the present study, the first method (through meaning of Chinese character) was utilized. The present study ranged for Tcheonzamun 257th-272nd. Number in Tcheonzamun Chinese characters (Pronunciation of Korean language in English alphabet) 261-264 夙(Sug) 興(Heung) 溫(On) (淸-‘)(Tcheong) My dear husband, if you want to sleep well (夙) and deeply (興), please make the cold place (淸-‘) warm (溫)! As the bed is warm, you can sleep well. When the relation between you my husband and me your wife were good, my husband, you can live well!

The study investigated the conflict management strategies of principals in resolving students’ conflict in secondary schools in Port Harcourt metropolis. The descriptive survey design was employed in the study. Two research question and two hypotheses were formulated to guide the study. A population of five hundred and sixteen (516) principals in public secondary schools in Port Harcourt metropolis were used for the study. The sampling techniques that were used were the fluid survey sample size method, simple random and stratified random sample techniques. The sample size of three hundred and twenty principals were drawn from the population of the study. The instrument for data collection was a questionnaire titled: Principal Conflict Management Strategies (PCMS). The statistical mean and standard deviation were used to answer the research questions, while the Independent t-test at 0.05 level of significance was used to test the hypotheses. The result showed that conflict management strategies of principals in resolving students’ conflict in secondary schools in Port Harcourt metropolis thus: The gender respondents did not matter as most of the handling strategies of students’ conflict hinged on contingencies and nature of conflict. Educational qualification of the principals in handling students’ conflicts did not play a major role since most of the respondents did not matter as most of the handling students’ conflict. The researcher recommended that principals should adopt the most optimal approach in handling students’ conflicts in order to forestall occurrences. Also, principals should from time to time he given a forum to share their experiences of how they handle conflicts of their teenagers or how such experiences bear in their handling of conflicts in their various schools.

The main objective of this study was to investigate the effect of class rules on noisemaking and interruption behaviour of pupils in Uruan Local Government Area. Quasi-experimental research design was used and the study population comprised 2, 204 primary five pupils in all the 45 public primary schools in Uruan Local Government Area. A sample size of 68 primary five pupils from two intact classes selected through purposive sampling technique. Instrument for data collection was Noise Making and Interruption Diagnostic & Rating Scale (NMIBDRS). The instrument was and validated by three experts and Cronbach Alpha Statistic was used to determine the internal consistency of the instrument which yielded reliability co-efficient index of 0.68. Mean (X ̅) and standard deviation (SD) were used in answering the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that there is a significant difference in the noisemaking and interruption behaviour of pupils exposed to class rules and those exposed to conventional behavioural management strategy. Also, there is no significant difference in the noisemaking and interruption behaviour of boys and girls exposed to class rules. Based on the findings of the study, it was recommended among others that teachers should adopt the class rules because it seems potent in managing noisemaking and interruption behaviour in pupils than the conventional behavioural management strategy.