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This paper analytically explores the missing links between teacher education and social problems also known as social ills. A social problem is a condition which effects large number of people in an adverse manner. It can also be seen as a difficulty of misbehaviour which vast majority wants to correct. Social problem also arises when there is deviation from accepted social norms. These are usually threats to established social norms and therefore, it is necessary to eliminate them as quickly as possible. Elimination of social ills posed challenges to all and sundry including teaching profession. The paper views education in the 21 st century as a dramatic departure from information delivery system of the past. A career in education is rigorous, intellectual and ethical work. Teaching is an opportunity to touch the future and reform society at large. The paper argues that there is need for a new cohort of teacher educators that approach teacher education based on clinical and experiential theories of learning. Teaching at its core is a moral profession, "scratch a good teacher and you will find a moral purpose'. Therefore, teacher education programs must help teaching learners to learn social responsibility and moral purpose that influence them with the tools that will prepare them to engage in productive change. Finally, the paper posits that social ills can be dealt with provided teacher education links initial teacher preparation and continuous teacher development based on social responsibility, moral purpose and attitudinal change with the corresponding restructuring of societal needs and their relationships. The paper recommends elimination of justice discriminatory practice everywhere especially on women, less privileged and minorities in order to create harmony of co-existence and cooperation amongst Nigerians.

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This paper analytically explores the interconnections within moral education and national integration and social order in Nigeria. The paper holds the viewpoint that national integration and social orderliness requires moral education. In lieu of this, Teacher education programs must help teaching students to link the moral purpose that influences them with the tools that will prepare them to engage in productive change. The paper argues for new rationale why moral education and teacher development are fundamental to national integration, insecurity challenges and the future of Nigeria society. Finally, the paper posits that insecurity challenges can be dealt with provided moral education links initial teacher preparation and continuous teacher development based on national integration, social responsibility, moral purpose and attitudinal change with the corresponding restructuring of societal needs and their relationships. The paper recommends elimination of justice discriminatory practice everywhere especially on women, less privileged and minorities in order to create harmony of coexistence and cooperation amongst Nigerians.

The interest of high school students is an important thing to do to see the talents of each student based on the academic scores obtained in the first and second semesters. There are two majors of interest in this case study, namely natural and social studies with criteria for natural studies scores including mathematics, chemistry, biology and physics. Meanwhile, the social studies criteria include history, economics, geography and sociology. This research propose comparing of clustering time and accuracy based on manual data from school as a reference of clustering in SMAN 1 Wonosari for 2011/2012 academic year using two clustering methods namely K-means and Bisecting K-Means. The results of this research compare to manual results interest from class teacher, so this work can demonstrate the run time comparison and accuracy of this study. The accuracy result shows 87.5% for both methods but different run times. For bisecting k-means got 0.0229849 seconds to complete the clustering process faster than k-means only got 0.0929448 seconds