A cidade-jardim de Ebenezer Howard: um estudo de sua influência para a circulação de ideias e modelos no urbanismo do século XX

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

President William Howard Taft and First Lady Nellie Taft at South Bass Island

This picture shows President William Howard Taft and First Lady Helen Herron Taft readying to lay the cornerstone of Perry's Victory and International Peace Memorial on South Bass Island in August 1912. The monument was built between 1912 and 1915 to commemorate Commodore Oliver Hazard Perry's victory on Lake Erie over the British fleet in September 1813. It also represented the lasting peace between the U.S., Canada, and England.

[Map of proposed extension of Vermont Avenue N.W. between Florida and Georgia avenues as desired by the Trustees of Howard University, Washington D.C.] /

Partial cadastral map showing lots in path of proposed avenue extension.

A cidade-jardim de Ebenezer Howard: um estudo de sua influência para a circulação de ideias e modelos no urbanismo do século XX

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Jeu des échecs; historique de la lutte entre l'éditeur du Palamède, journal français [P.F. de Saint-Amant] et l'éditeur du Chess player's chronicle, journal anglais [Howard Staunton] lettre à l'éditeur du Palamède.

Mode of access: Internet.

Discriminating between primary school students with high and low self-esteem.

From an initial sample of 747 primary school students, the top 16 percent (n =116) with high self-esteem (HSE) and the bottom 15 percent (n = I1 I) with low selfesteem (LSE) were se/eeted. These two groups were then compared on personal and classroom variables. Significant differences were found for all personal (self-talk, selfconcepts) and classroom (teacher feedback, praise, teacher-student relationship, and classroom environment) variables. Students with HSE scored more highly on all variables. Discriminant Function Analysis (DFA) was then used to determine which variables discriminated between these two groups of students. Learner self-concept, positive and negative self-talk, classroom environment, and effort feedback were the best discriminators of students with high and low self-esteem. Implications for educational psychologists and teachers are discussed.