Grammar-school geography, physical, political, and commercial.

Mode of access: Internet.

Elson grammar school reader : book one-four /

Mode of access: Internet.

Digital media and girling at an elite girls' school

In this article, I draw on Judith Butler's notion of performativity to investigate the role of digital technologies in processes of gendered subjectification (or ‘girling’) in elite girls' education. Elite girls' schooling is a site where the potential of digital technologies in mediating student‐led constructions and explorations of ‘femininity’ sits alongside school‐produced digital media in the form of promotional texts, in which young femininity is regulated by discourses of ‘girl power’. Whilst such schools are well equipped with digital resources that might be utilised towards students' interrogation of how ‘femininity’ is understood, thus politicising the girling process, school‐produced digital media inscribe a more prescriptive picture of ‘who’ an elite school‐girl can ‘be’. Lyla Girls' Grammar School (LGGS) is an elite secondary school in Melbourne, Australia. I report on research undertaken at two institutional levels of LGGS: the ‘school’ level in which digital media representations of young women are produced by the school and the ‘classroom’ level, in which media education pedagogy includes interactive web conferencing software. The use of digital technologies in media education appeared to support student‐led construction and interrogation of femininities to some extent. I argue that this kind of student‐led girling is important in the context of more prescriptive school‐level girling practices.

A brief sketch of the history of Ipswich school, 1477-1851.

Mode of access: Internet.

Do teacher stereotypes about school tracks function as expectations at the collective level and do they relate to the perception of obstacles in the classroom and to teachers’ self-efficacy beliefs?

The effects of individual teacher expectations have been the subject of intensive research. Results indicate that teachers use their expectations to adapt their interactions with their students to some degree (as summarized in a review by Jussim & Harber, 2005). This can in turn lead to expectancy-confirming student developments. While there are studies on the Pygmalion effect on individual students, there is only little research on teacher judgements of whole classes and schools. Our study aims to extend the perspective of teacher judgements at the collective level to stereotypes within the context of school tracking. The content and structure of teachers’ school track stereotypes are investigated as well as the question of whether these stereotypical judgements are related to teachers’ perception of obstacles to their teaching and their teaching self-efficacy beliefs. Cross-sectional data on 341 teachers at two different school types from the Panel Study at the Research School „Education and Capabilities“ in North Rhine-Westphalia (PARS) (see Bos et al., 2016) were used for two purposes: First, the structure of teachers’ stereotypes was identified via an exploratory factor analysis. Second, in follow-up regression analyses, the stereotype dimensions extracted were used to predict teachers’ perceptions of obstacles to their classroom work and their individual and collective teacher self-efficacy beliefs. Results showed that – after controlling for the average cognitive abilities and the average cultural capital of the students – teacher stereotypes were indeed related to perceived obstacles concerning their classroom work and their self-efficacy beliefs. After a discussion of the strengths and limitations of the present research, the article closes with a short proposal of a future research framework for collective Pygmalion effects. (DIPF/Orig.)

The Corio Oval tribe: Geelong Football Club in colonial times

Geelong, Victoria’s second city, has an AFL football club whose culture and identity is closely tied to the city itself. An analysis of its playing group for the colonial period demonstrates that this local tribalism began early. As football became professionalised towards the end of the nineteenth century, country Victoria lost power in relative terms to metropolitan Melbourne: for example, Ballarat’s three main clubs lost their senior status. But Geelong, with its one remaining senior club, prospered and was admitted to the VFL ranks in 1897. The Geelong players were the sons and nephews of the Western District squattocracy and so had access to networks of power and influence. Many attended the prestigious Geelong Grammar School and the worthy Geelong College (in surprisingly equal numbers). They pursued careers both on the land and in professional roles, and maintained the social connections they had built through the club and other local institutions. Despite their elite standing, however, they continued to be regarded by the supporter base as an embodiment of the city and a defence against the city’s Melbourne critics that Geelong was a mere ‘sleepy hollow’.

Kouluromaanien opettajakuva 1930-luvulta 1990-luvulle : ihanteellisia, kapinallisia ja oman tien kulkijoita

The aim of this research is to define what kind of characters and images of teachers appear in Finnish school novels describing social changes and educational political reform from the 1930s to the 1990s written by teachers, particularly grammar school teachers. As comparison material, I use school novels written by Swedish school teachers, in which the changes in Swedish society and educational system and their expressions in the characters of teachers of the school novels are studied. The main focus of my study is centred particularly on school novels in which the images of grammar school teachers are described during times of school reform. From these starting points, the main objectives of the study are novels written by Finnish school teachers Anneli Toijala and Sampo Haahtela and Swedish school teacher Hugo Swensson, who was inspired by Haahtela. The research is qualitative multidisciplinary case analysis. The research method is content analysis, and the approach is hermeneutic. The research is divided into eight main chapters. After the introduction I introduce the essential concepts of my research. In the third main chapter I define the research function. In that context, besides the research objectives, I introduce former research on character description in literature, I define the methodological solutions with grounds and present the research material. Both literary research methods and sociological terminology are applied in the research alongside with pedagogical research. The research results show that images of teachers are diverse. At one end of the spectrum these represent immature pictures of teachers withdrawn into the routines of everyday life; at the other, they advance and reflect the reformist teacher. This becomes clearly evident when comparing the teacher "monsters" of the classic authors to the educational optimists at the end of the 20th century. The results show that the images of teachers in school novels are almost without exception coherent, psychologically credible and consistent, and hardly any different from the images of teachers in the Swedish school novels used as comparison material. On the contrary, plenty of similarities are found. The comprehensive school reform, educational political discourse and teachers' feelings are realistically clarified in the school novels that describe the period. Keywords: literature image, school reform, school novel, teacher image, reflection, internal co-operation in school

A facultatividade da concordância: português formal real versus gramática escolar

No ensino de língua nacional, concordância é um dos tópicos em cujo aprendizado observa dificuldade por parte dos discentes, principalmente pelo grande número de regras facultativas das gramáticas, que muitas vezes não levam em conta o uso formal real da língua. Este trabalho visa a descrever esse uso, a partir da observação de um corpus do caderno opinião de jornais de grande circulação, confrontando os resultados com as prescrições da norma gramatical escolar, a fim de separar, em tais prescrições, a parte aproveitável da não coincidente com a realidade do corpus, se for o caso. Pretende-se, dessa forma, contribuir para a boa qualidade do ensino da língua portuguesa nos níveis fundamental e médio, especificamente no que se refere à concordância

Associação entre a periodontite crônica e o câncer de boca e/ou orofaringe

O objetivo desse trabalho foi determinar a prevalência, extensão e severidade da periodontite crônica em pacientes com câncer de boca e/ou orofaringe e verificar se essa forma de doença periodontal é indicadora de risco para essas neoplasias. Trinta e cinco pacientes com câncer de boca e/ou orofaringe, atendidos no Instituto Nacional de Câncer (INCA) e 40 pacientes e/ou acompanhantes do ambulatório do Instituto Nacional de Traumatologia e Ortopedia (INTO), não portadores de neoplasias de boca e/ou orofaringe, foram avaliados por meio de anamnese, exame periodontal e índice de dentes cariados perdidos e obturados (CPOD). A população estudada foi formada predominante por indivíduos do sexo masculino, da raça branca, casados, que cursaram até o ensino fundamental e possuíam renda familiar de até 6 salários mínimos. Não houve diferença estatística significante para esses parâmetros entre os grupos. No grupo caso havia significativamente mais pacientes fumantes e que ingeriam mais bebidas alcoólicas. Pacientes do grupo controle praticavam mais exercícios físicos e tinham o índice de massa corporal (IMC) significantemente mais elevado. O consumo de frutas, legumes e vegetais foi maior para o grupo controle (p>0,05), enquanto o consumo de carne vermelha foi maior no grupo caso (p>0,05). O histórico de casos de câncer na família era baixo em ambos os grupos. O grupo caso apresentou mais sítios com placa e sangramento a sondagem e menos sítios com sangramento gengival. Somente o índice de placa teve diferença estatisticamente significante. O número de dentes presentes era significantemente menor no grupo caso embora não houvesse diferença estatística significante entre os grupos para o índice CPOD. As médias de profundidade de bolsa a sondagem (PBS) e nível de inserção clínica (NIC) foram significantemente maiores para o grupo caso. A prevalência da periodontite crônica generalizada foi de 100% nos pacientes com câncer de boca e ou orofaringe. Oitenta e nove por cento dos pacientes do grupo caso apresentaram periodontite crônica severa. A extensão ou a severidade da periodontite crônica permaneceram indicadores de risco para o câncer de boca e/ou orofaringe independentes mesmo após os ajustes para fatores de confusão, álcool e fumo.

Biographical Sketch of Spencer Fullerton Baird

Spencer Fullerton Baird was born in Reading, Pennsylvania, February 3, 1823. In 1834 he was sent to a Quaker boarding-school kept by Dr. McGraw, at Port Deposit, Maryland, and the year following to the Reading Grammar School. In 1836 he entered Dickinson College, and was graduated at the age of seventeen. After leaving college, his time for several years was devoted to studies in general natural history, to long pedestrian excursions for the purpose of observing animals and plants and collecting specimens, and to the organization of a private cabinet of natural history, which a few years later became the nucleus of the museum of the Smithsonian Institution. During this period he published a number of original papers on natural history. He also read medicine with Dr. Middleton Goldsmith, attending a winter course of lectures at the College of Physicians and Surgeons, in New York, in 1842. His medical course was never formally completed, although in 1848 he received the degree of M. D., honoris causa, from the Philadelphia Medical College. In 1845 he was chosen professor of natural history in Dickinson College, and in 1846 his duties and emoluments were increased by election to the chair of natural history and chemistry in the same institution. In 1848 he declined a call to the professorship of natural science in the University of Vermont. In 1849 he undertook his first extensive literary work, translating and editing the text for the "Iconographic Encyclopedia," an English version of Heck's Bilder Atlas, published in connection with Brockhaus's Conversations Lexikon.

Gender-dependent language anxiety in Polish communication apprehensives

This paper analyzes the relationship between communication apprehension and language anxiety from the perspective of gender. As virtually no empirical studies have addressed the explicit influence of gender on language anxiety in communication apprehensives, this paper proposes that females are generally more sensitive to anxiety, as reflected in various spheres of communication. For this reason, language anxiety levels in communication apprehensive females should be higher, unlike those of communication apprehensive males. Comparisons between them were made using a student t test, two-way ANOVA, and post-hoc Tukey test. The results revealed that Polish communication apprehensive secondary grammar school males and females do not differ in their levels of language anxiety, although nonapprehensive males experience significantly lower language anxiety than their female peers. It is argued that the finding can be attributed to developmental patterns, gender socialization processes, classroom practices, and the uniqueness of the FL learning process, which is a stereotypically female domain.

David William Smith House correspondence, 1798 [transcription]

The correspondence from D.W. [David William] Smith to President Peter Russell regarding Smith’s desire to sell a certain piece of property in Newark (now Niagara-on-the-Lake, Ont.) to be used as a location for a common grammar school. The notice gives a description of the building situated on the property as being adaptable for the use of a school. The Board of Survey convened in December 1798 to examine Smith’s property and gave an appropriate valuation of the properties and buildings Smith was offering for sale. Smith was the deputy surveyor general of lands for Upper Canada.

Photograph of St. Catharines Collegiate Institute students, October 20, 1925

The origins of the St. Catharines Collegiate Institute can be traced back to the formation of the Grantham Academy on Church St. in 1829. In 1845, the name was changed to the St. Catharines District Grammar School and in 1890 the Grammar School was renamed the St. Catharines Collegiate Institute. The current site of the school on Catherine Street was built in 1923 to accommodate the increasing demand for technical education, and became known as the St. Catharines Collegiate Institute and Vocational School. The school was enlarged with additions in 1945, 1965 and 1969. In 2006, the school underwent major renovations, which were completed in 2008. It is currently a secondary school administered by the District School Board of Niagara.

Article on Biofuels and Sustainability

This is an article written by Sophie Sibley, a former student from South Wilts Grammar School in Salisbury, who attended a talk on Biofuels and Sustainability given by David Read at Bishop Wordsworth's School in Salisbury. The article will provide valuable supplementary reading material for students studying A-level chemistry who want to learn more about the topic.

Origen y desarrollo de la escuela integrada en Inglaterra y Gales.

Después de la Segunda Guerra Mundial se produce un desarrollo de la idea de que la educación puede ser un medio de elevar el nivel de vida y reducir las diferencias de clase social y en 1944 se aprueba la Ley Butler, ley de educación que establece por primera vez la educación secundaria para todos. Entró en vigor en 1947 no mencionaba la creación de escuelas multilaterales, pero no se oponía a ellas y la escuela secundaria para todos llegó a ser una realidad y se habló de escuela integrada o comprensiva: sistemas de escuelas secundarias comprensivas en todo el condado administrativo de Londres, que proporcione a todos los alumnos igualdad de oportunidades par su desarrollo físico, intelectual, social y espiritual y que a la vez se vale de los intereses concretos de los alumnos, haga del desarrollo completo de la personalidad su primer objetivo. Estos principios serán defendidos durante los treinta años siguientes por los defensores de la educación comprensiva. Así, tres importantes elementos se pusieron de manifiesto: las enormes pérdidas de la guerra y la reparación tenía que llegar antes de que pudieran proyectarse nuevas construcciones; el sistema tripartito existía ya y fuerte presión por mantener la estructura de educación vigente y la actitud del gobierno laborista de la posguerra y así, las escuelas que existían las Grammar school eran las idóneas para los hijos de los trabajadores y se hizo lo posible por crear escuelas comprensivas. Estas escuelas fueran la principal arma política entre los partidos. Total en los cincuenta se desarrolló este tipo de escuela. Pero actualmente existen dos problemas concretos: los cambios educativos forman parte de cambios más amplios en la sociedad y que es difícil aislar los factores educativos de otros y el segundo, muchos puntos de vista sobre la educación comprensiva entre los profesores, educadores y otros. Las grandes dimensiones de muchas escuelas comprensivas han hecho la enseñanza más difícil y exacerbados los problemas del comportamiento, aunque las escuelas grandes también tienen muchos defensores. El rasgo más importante de estas escuelas es el de haber aportado una mayor flexibilidad y libertad a la anterior rígida estructura de la educación secundaria inglesa. Actualmente intenta servir a una sociedad que se debate hacia nuevas formas de democracia participativa. Sus éxitos o fracasos deben juzgarse bajo esta perspectiva.