School grounds ... planting plan. Ravinia, Illinois.

Ink on linen; location, type of plantings; school borders Dean Avenue; note, "Dimensions not current"; signed. 40x30 cm. Scale: 1"=40' [from photographic copy by Lance Burgharrdt]

The campaign for the Illinois reapportionment amendment.

Mode of access: Internet.

The school and society.

Mode of access: Internet.

The School of mines quarterly

Mode of access: Internet.

The evolution of "Dodd," a pedagogical story.

Published originally in the Illinois School Journal.

The discipline of the school,

Mode of access: Internet.

Biennial report of the Superintendent of Public Instruction of the State of Illinois for the years ...

Issues for 1967/1968 and 1968/1970 called 75th and 76th reports.

The annual report of the Trustees of the Massachusetts Hospital School at Canton.

Vols. for 1907/08-<1914/15> have title: First- annual report of the Trustees of the Massachusetts Hospital School (for the care and education of the crippled and deformed children of the commonwealth).

Placing Heteronormativity : A micro-geographical approach to the school as a space of heteronormative (re)production

Within children's geographies there has been an absence concerning sexuality and in particular how this can lead to the discimination and marginalisation of individuals. Similarly, within geographies of sexualities the demographic of non-heterosexual children and youth has been under researched, with studies concerning the space of the school being very limited. This thesis sought to address these absences by carrying out qualitative interviews with non-heterosexual individuals about their school experiences. The interviews showed the importance and variation of both physical and time-spaces in the (re)production of heteronormativities, and that the agency of the indiviudal was asserted through the use of negotiation strategies that sought to navigate or resist heteronormativities.

Stress associated with the transition from high school to university: The effect of social support and self-efficacy

The present study aimed to evaluate the role of social support and self-efficacy on the level of stress associated with the transition from high school to university. One hundred and eight-five university students who had completed high school in the previous year completed a three-part questionnaire designed to gather information on their levels of self-efficacy, social support, and stress associated with their transition. The results showed that self-efficacy was a significant predictor of stress associated with the transition to university in that higher levels of self-efficacy were associated with lower levels of stress while social support was a non-significant predictor of stress. [Author abstract]

Quantifying the association between physical activity and injury in primary school-aged children

BACKGROUND. Regular physical activity is strongly advocated in children, with recommendations suggesting up to several hours of daily participation. However, an unintended consequence of physical activity is exposure to the risk of injury. To date, these risks have not been quantified in primary school-aged children despite injury being a leading cause for hospitalization and death in this population. OBJECT. Our goal was to quantify the risk of injury associated with childhood physical activity both in and out of the school setting and calculate injury rates per exposure time for organized and non-organized activity outside of school. METHODS. The Childhood Injury Prevention Study prospectively followed a cohort of randomly selected Australian primary school- and preschool-aged children (4 to 12 years). Over 12 months, each injury that required first aid attention was registered with the study. Exposure to physical activity outside school hours was measured by using a parent-completed 7-day diary. The age and gender distribution of injury rates per 10 000 hours of exposure were calculated for all activity and for organized and non-organized activity occurring outside school hours. In addition, child-based injury rates were calculated for physical activity-related injuries both in and out of the school setting. RESULTS. Complete diary and injury data were available for 744 children. There were 504 injuries recorded over the study period, 396 (88.6%) of which were directly related to physical activity. Thirty-four percent of physical activity-related injuries required professional medical treatment. Analysis of injuries occurring outside of school revealed an overall injury rate of 5.7 injuries per 10 000 hours of exposure to physical activity and a medically treated injury rate of 1.7 per 10 000 hours. CONCLUSION. Injury rates per hours of exposure to physical activity were low in this cohort of primary school-aged children, with < 2 injuries requiring medical treatment occurring for every 10 000 hours of activity participation outside of school.

Telling the story of theory of mind: Deaf and hearing children's narratives and mental state understanding

Theory of mind (ToM) was examined in late-signing deaf children in two studies by using standard tests and measures of spontaneous talk about inner states of perception, affect and cognition during storytelling. In Study 1, there were 21 deaf children aged 6 to 11 years and 13 typical-hearing children matched with the deaf by chronological age. In Study 2, there were 17 deaf children aged 6 to 12 years and 17 typical-hearing preschoolers aged 4 to 5 years who were matched with the deaf by ToM test performance. In addition to replicating the consistently reported finding of poor performance on standard false belief tests by late-signing deaf children, significant correlations emerged in both studies between deaf children's ToM test scores and their spontaneous narrative talk about imaginative cognition (e.g. 'pretend'). In Study 2, with a new set of purpose-built pictures that evoked richer and more complex mentalistic narration than the published picture book of Study 1, results of multiple regression analyses showed that children's narrative talk about imaginative cognition was uniquely important, over and above hearing status and talking of other kinds of mental states, in predicting ToM scores. The same was true of children's elaborated narrative talk using utterances that either spelt out thoughts, explained inner states or introduced contrastives. In addition, results of a Guttman scalograrn analysis in Study 2 suggested a consistent sequence in narrative and standard test performance by deaf and hearing children that went from (1) narrative mention of visible (affective or perceptual) mental states only, along with FB failure, to (2) narrative mention of cognitive states along with (1), to (3) elaborated narrative talk about inner states along with (2), and finally to (4) simple and elaborated narrative talk about affective/perceptual and cognitive states along with FIB test success. Possible explanations for this performance ordering, as well as for the observed correlations in both studies between ToM test scores and narrative variables, were considered.

The relationship between extra-role behaviours and job burnout for primary school teachers: A preliminary model and development of an organisational citizenship behaviour scale

Recent research on teacher stress in primary schools (e.g. Leonard, Bourke & Schofield, 1999) has shown that higher levels of teacher exhaustion are associated with higher levels of student satisfaction. This paper seeks to explain this surprising finding by considering a construct discussed widely in the organisational literature known as extra-role or organisational citizenship behaviour (OCB). Teacher OCB may include extra efforts to make lessons enjoyable and interesting, organising extra-curricular activities and spending personal time talking with students. The proposed model of analysis also draws on literature relating to job burnout (Maslach, 1982), which generally suggests that the three components of chronic occupational stress - exhaustion, depersonalisation and reduced accomplishment - occur together. However, this paper proposes that although teachers who engage in more OCB experience more exhaustion, they may simultaneously increase their feelings of personal accomplishment and work identification, which may in turn help to avert burnout. It is argued that only with this particular set of job attitudes are the effects of exhaustion caused by high levels of OCB sufficiently buffered to avoid job burnout, and thus positively affect students' quality of school life. The development and piloting of an instrument to measure teachers' OCB will be discussed. The preliminary findings reported herein are part of a larger ongoing study investigating the consequences of stress and OCB in primary school teachers.

The contribution model:a school-level funding model

Over a number of years, as the Higher Education Funding Council for England (HEFCE)'s funding models became more transparent, Aston University was able to discover how its funding for teaching and research was calculated. This enabled calculations to be made on the funds earned by each school in the University, and Aston Business School (ABS) in turn to develop models to calculate the funds earned by its programmes and academic groups. These models were a 'load' and a 'contribution' model. The 'load' model records the weighting of activities undertaken by individual members of staff; the 'contribution' model is the means by which funds are allocated to academic units. The 'contribution' model is informed by the 'load' model in determining the volume of activity for which each academic unit is to be funded.

'Animal electricity' in the long eighteenth century with special reference to the Edinburgh medical school

Coleridge, looking back at the end of the ‘long eighteenth century’, remarked that the whole of natural philosophy had been ‘electrified’ by advances in the understanding of electrical phenomena. In this paper I trace the way in which these advances affected contemporary ‘neurophysiology.’ At the beginning of the long eighteenth century, neurophysiology (in spite of Swammerdam’s and Glisson’s demonstrations to the contrary) was still understood largely in terms of hollow nerves and animal spirits. At the end of that period the researches of microscopists and electricians had convinced most medical men that the old understanding had to be replaced. Walsh, Patterson, John Hunter and others had described the electric organs of electric fish. Gray and Nollet had demonstrated that electricity was not merely static, but flowed. Franklin had alerted the world to atmospheric electricity. Galvani’s frog experiments were widely known. Volta had invented his ‘pile.’ But did ‘animal electricity’ exist and was it identical to the electricity physicists studied in the inanimate world? Was the brain a gland, as Malpighi’s researches seemed to confirm., and did it secrete electricity into the nervous system? The Monros (primus and secundus), William Cullen, Luigi Galvani, Alessandro Volta, Erasmus Darwin, Luigi Rolando and François Baillarger all had their own ideas. This paper reviews these ‘long-eighteenth century’ controversies with special reference to the Edinburgh medical school and the interaction between neurophysiology and physics.