Fritz Loewenthal at Abendschule (night school) with unidentified classmates; Philadelphia.

Father of Steven Lowell Loewenthal

Steven Lowell Loewenthal at school; Amsterdam.

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Reproduction of grammar school class portrait including Ella, Beatrice and Rose Herz (circled l-r).

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Reproduction of grammar school class portrait including Fred Herz (front center).

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Unterprima (eleventh grade) boys school class portrait Portraits Groups Men

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Exclusive consumers: The discourse of privilege in elite Indian school websites

This chapter undertakes a study of how elite schools in India have a historical, colonial legacy while incorporating global, market oriented, international agenda to fit in with present times. Drawing on Bourdieu’s notion of elite schools and Foucault’s theory of discourse, a qualitative analysis is undertaken of 21 elite schools. The primary argument advanced is that the websites of the schools contain the discourses of privilege and distinction along with the discourses of inclusion and exclusion, market ideology and individual merit with the aim being to promote a local, global elite ascendancy.

Group of young school girls with teacher [?].

Note in German on back.

Jerusalem - Nurses' School - Library

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Jer. (Jerusalem) - Nurses' School

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Jer. (Jerusalem) - Nurses' School

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On Way to School

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School at Dagania

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Promoting innovation and development by rethinking the role of copyright limitations and exceptions in Vietnam

This thesis examines how Vietnamese copyright law should develop to promote innovation and development in the digital age. It focuses on the important role of limitations and exceptions to copyright in encouraging access to and reuse of copyright material. This research provide important recommendations for how the scope of copyright limitations and exceptions might be expanded by adopting fair use in order to embrace new opportunities provided by the digital economy. Furthermore, it suggests that Vietnam should extend the scope of some important provisions that provide privileges for education, libraries and people with disabilities.

Early childhood profiles of sleep problems and self-regulation predict later school adjustment

Background Children’s sleep problems and self-regulation problems have been independently associated with poorer adjustment to school, but there has been limited exploration of longitudinal early childhood profiles that include both indicators. Aims This study explores the normative developmental pathway for sleep problems and self-regulation across early childhood, and investigates whether departure from the normative pathway is associated with later social-emotional adjustment to school. Sample This study involved 2880 children participating in the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) – Infant Cohort from Wave 1 (0-1 years) to Wave 4 (6-7 years). Method Mothers reported on children’s sleep problems, emotional, and attentional self-regulation at three time points from birth to 5 years. Teachers reported on children’s social-emotional adjustment to school at 6-7 years. Latent profile analysis was used to establish person-centred longitudinal profiles. Results Three profiles were found. The normative profile (69%) had consistently average or higher emotional and attentional regulation scores and sleep problems that steadily reduced from birth to 5. The remaining 31% of children were members of two non-normative self-regulation profiles, both characterised by escalating sleep problems across early childhood and below mean self-regulation. Non-normative group membership was associated with higher teacher-reported hyperactivity and emotional problems, and poorer classroom self-regulation and prosocial skills. Conclusion Early childhood profiles of self-regulation that include sleep problems offer a way to identify children at risk of poor school adjustment. Children with escalating early childhood sleep problems should be considered an important target group for school transition interventions.

Different countries, same science classes: Students’ experiences of school science in their own words

This paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes revolve around the transmissive pedagogy, decontextualized content, and unnecessary difficulty of school science commonly reported by students in the studies. Their collective experiences are used as a framework for examining student conceptions of, and attitudes to, school science more generally, drawing on an extensive range of international literature. The paper argues that the experiences of students in the three studies provide important insights into the widespread declines in interest and enrolments in high school and university science courses.