Herbert Wakefield Banks Skinner, 1900-1960

1960 ◽  
Vol 6 ◽  
pp. 259-268

Herbert Wakefield Banks Skinner was born on 7 October 1900, at Ealing on the western outskirts of London and died at Geneva while on a visit to the European Organization for Nuclear Research on 20 January 1960. He was the only son of George Herbert and Mabel Elizabeth Skinner. His father was a member of the directorate of the shoe firm, Lilley and Skinner, and was in many ways a remarkable man. The interests of George Skinner lay more with motoring and engineering than with commerce and he appears to have been one of the first in England to own a motor-car. He brought over from France a Léon Bollée car; a type which originated as long ago as 1896. His interests in the mechanism of the internal combustion engine led to the invention of a new type of carburettor which was the subject of a British patent application in February 1905 and which was built in the first instance in his own house. Later the demand for an efficient carburettor led to collaboration with his brother, T. G. Skinner, and together they formed a company in August 1910. This company, known as Skinner Union, manufactured the S.U. carburettor, and it is of interest that some of its original features are retained in the present-day model. George Skinner had his own ideas on children’s education and did not believe in early schooling. His son Herbert was accordingly 9 years old before he entered Durston House School at Ealing. The son had evidently inherited some of his father’s ability for, five years later, he won a mathematical scholarship to Rugby School and entered School House in September 1914. His progress at Rugby was marked by success: he won prizes both in mathematics and natural sciences and, when he left school in 1919, he was head boy of the science side and also head of School House. In October of that year Skinner entered Trinity College, Cambridge. He had won both a major and a minor leaving Exhibition from Rugby in mathematics and the natural sciences respectively. After a successful undergraduate career he obtained in the summer of 1922 a first-class in Part II of the Natural Sciences Tripos, having earlier been placed in the first class of Part I of the Mathematical Tripos. For the next five years Skinner carried out research work in the Cavendish Laboratory and for part of this time he held the Coutts Trotter Studentship of Trinity College.

1954 ◽  
Vol 9 (1) ◽  
pp. 54-63

Sir William Dampier was born in 1867 and named William Cecil Dampier Whetham. His early work was published under that name but later he changed his surname to that of his mother’s family. At the beginning of the seventeenth century the Whetham family were small landowners in Dorset, but in the nineteenth century Dampier’s grandfather moved to London and became an important figure in its business life. He was knighted and became Lord Mayor of London. Dampier records that he acted as his grandfather’s page on state occasions. Dampier’s mother came from a Somerset family, one branch of which produced the famous explorer William Dampier. In early youth poor health prevented him from going to a public school, but in 1886 he went up to Trinity College, Cambridge. Here he came under the influence of J. J. Thomson who inspired him with a desire to undertake research in physics. After taking first class degrees in both parts of the Natural Sciences Tripos he started research work in 1889 at the Cavendish Laboratory. His first work was directed to finding out whether there is any slipping at the surface of a tube when a fluid passes through it. It had been thought that fluids which do not wet glass might slip, whereas those which do wet it would not. Dampier showed conclusively that there is no slipping. He next turned to the measurement of the velocity of ions in electrolytic solutions and devised an ingenious method in which direct measurements were made using a coloured solution. These measurements confirmed previous theories put forward by Hittorf and Kohlrausch. These researches led in 1891 to his being elected a fellow of Trinity. He remained a fellow of the college during the whole of the rest of his life


2014 ◽  
Vol 66 (2) ◽  
pp. 859-866 ◽  
Author(s):  
Ana Djokic-Ostojic ◽  
Tomka Miljanovic ◽  
Tijana Pribicevic ◽  
Snezana Parezanovic-Ristic ◽  
Marina Topuzovic

At this moment in time, which is marked by extremely negative human influences on the environment, and when a sustainable development of nature is needed, school has a significant role in developing students? knowledge, skills and attitudes towards natural sciences. In European countries, students gain biological knowledge during primary school either through integrated or specific subjects. This paper contains the results of a comparative analysis of the biological content in teaching programs and curricula in three European countries - Serbia, Finland and England. In Serbia, biological contents are included in two integrated subjects (The World Around Us and Nature and Society) during the first cycle of compulsory education, while during the second cycle they are included in a separate subject - biology - and are linearly arranged. Throughout compulsory education in Finland and England, biological contents are concentrically arranged and are realized through the students? research work in their surroundings in several school subjects.


Lex Russica ◽  
2019 ◽  
pp. 161-173 ◽  
Author(s):  
A. O. Chetverikov

   Сontinued. See: LEX RUSSICA. 2019. № 4. Pp. 151—169This paper is the first in Russia comprehensive theoretical and practical study of one of the world’s largest international scientific installations of the «megasience» class — the Large Hadron Collider (LHC) — from the standpoint of legal science.The author focuses on the unique legal status and legal nature of international scientific collaborations, with the help ofwhichscientistsfromdozensofcountries, including Russia, carry outresearchandmakescientificdiscoveries on the LHC. The paper considers and analyzed the following: the history of development, general principles of the LHC and the European organization for nuclear research (CERN), under the auspices of which its construction was carried out; the principles of the structure and functioning of international scientific collaborations around the LHC; the legal nature of their constituent documents as acts of soft law; the ratio of soft and hard law mechanisms in the regulation of international scientific collaborations around the LHC.The final section presents data and proposals on the use of the legal mechanisms studied in other countries and international organizations, including for the purpose of the construction of scientific installations of the «megasience» class under the auspices of the national scientific organizations of Russia and the Joint Institute for Nuclear Research in Dubna (Moscow region).


Author(s):  
Marina S. Chvanova ◽  
Irina A. Kiselyova ◽  
Maria S. Anureva

We analyze the domestic experience of training students and Post-Graduates of high technologies on the example of the leading universities of science cities of Russia: Biysk Technological Institute (branch of the Polzunov Altai State Technical University) (Biysk), Joint Institute for Nuclear Research (Dubna), Obninsk Institute for Nuclear Power Engineering – branch of National Research Nuclear University “MEPhI” (Obninsk), Pushchino State Natural Science Institute (Pushchino). We consider educational programs, the main directions of research activity, interac-tion with enterprises, Research Institutes, Scientific Production Centers, interaction technologies. As a result, conceptual approaches to the successful development of the leading universities of science cities in Russia are identified: support for new companies (“startups”) the founders of which are usually enterprises, research institutes or universities; promotion of entrepreneurial in-dependence of students and employees of higher educational institutions and research institutions; integration of large and small technology companies into innovative clusters; conducting student internships and performing research work in the laboratories of science cities; assistance from state, regional and local authorities, grant assistance.


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