The teaching staff and postwar education in Red Wing /

Mode of access: Internet.

Survey and inspection of non-provided schools ...

Report, dated 7th April 1905.--Appendices: A-B. Reports of the architect (education) on school buildings, and on the results of tests of drains. C. Return showing--1. Accommodation; 2. Roll and average attendance (September and October 1904); 3. Staff on 1st May 1904, fixed staff 1905-6, and final staff with costs; 4. Loss of accommodation; 5. Recommendations of sub-committees; 6. Small sketch plans of the schools. D. Return of staff on 1st May 1904, showing name, age, status, qualifications, salary, etc., with small sketch plans of the schools. E. Reports of the educational adviser and of the architect, on accommodation. F. Report of the comptroller.--Map and index.--Appendix to Report of Education committee. 26th July, 1905. Salaries of teachers in non-provided schools appointed prior to and since 1st May, 1904, at salaries and under conditions other than those provided for in the council's scale of salaries for teachers.

Digital Classics Outside the Echo-Chamber : Teaching, Knowledge Exchange and Public Engagement /

The international perspectives on these issues are especially valuable in an increasingly connected, but still institutionally and administratively diverse world. The research addressed in several chapters in this volume includes issues around technical standards bodies like EpiDoc and the TEI, engaging with ways these standards are implemented, documented, taught, used in the process of transcribing and annotating texts, and used to generate publications and as the basis for advanced textual or corpus research. Other chapters focus on various aspects of philological research and content creation, including collaborative or community driven efforts, and the issues surrounding editorial oversight, curation, maintenance and sustainability of these resources. Research into the ancient languages and linguistics, in particular Greek, and the language teaching that is a staple of our discipline, are also discussed in several chapters, in particular for ways in which advanced research methods can lead into language technologies and vice versa and ways in which the skills around teaching can be used for public engagement, and vice versa. A common thread through much of the volume is the importance of open access publication or open source development and distribution of texts, materials, tools and standards, both because of the public good provided by such models (circulating materials often already paid for out of the public purse), and the ability to reach non-standard audiences, those who cannot access rich university libraries or afford expensive print volumes. Linked Open Data is another technology that results in wide and free distribution of structured information both within and outside academic circles, and several chapters present academic work that includes ontologies and RDF, either as a direct research output or as essential part of the communication and knowledge representation. Several chapters focus not on the literary and philological side of classics, but on the study of cultural heritage, archaeology, and the material supports on which original textual and artistic material are engraved or otherwise inscribed, addressing both the capture and analysis of artefacts in both 2D and 3D, the representation of data through archaeological standards, and the importance of sharing information and expertise between the several domains both within and without academia that study, record and conserve ancient objects. Almost without exception, the authors reflect on the issues of interdisciplinarity and collaboration, the relationship between their research practice and teaching and/or communication with a wider public, and the importance of the role of the academic researcher in contemporary society and in the context of cutting edge technologies. How research is communicated in a world of instant- access blogging and 140-character micromessaging, and how our expectations of the media affect not only how we publish but how we conduct our research, are questions about which all scholars need to be aware and self-critical.