Public school methods /

Illustrated lining-papers and t.p.

Public school methods : the teacher's professional library.

Mode of access: Internet.

Ovid's epistles /

"Being part of a poetical and oratorical lecture, read in the grammar-school of Ashford ... "

Elements of arithmetic /

pt. 1. Primary arithmetic. --pt. 2. Grammar-school arithmetic. --pt. 3. Arithmetic practically applied.

The Elson readers / by William H. Elson.

Primer. Revised edition of Elson-Runkel primer.--Bks.1-4. Revision of Elson primary school reader, books one to four.--Bks.5-6. Revision of Elson grammar school reader, books one to two.--Bk.7. Revision of junior high school literature, book one.

History of the colony of New Haven to its absorption into Connecticut /

"Supplementary history and personnel of towns belonging to the colony of New Haven": p. [593]-732, 749-767.

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.