scholarly journals Joseph Kenyon, 1885-1961

1962 ◽  
Vol 8 ◽  
pp. 49-66
Keyword(s):  
Primary School ◽  
The Other ◽  
Full Time ◽  
Grade School ◽  
Technical School ◽  
Undergraduate Studies ◽  
Laboratory Assistant ◽  
Cotton Mills ◽  
Assistant Lecturer ◽  
Full Time Student

Joseph Kenyon was born in Blackburn, Lancashire, on 8 April 1885. His parents, Lawrence and Mary Anne, who were married in 1884, had six other, younger, children, three boys and three girls. Mrs Lawrence Kenyon’s maiden name was Southwarth. Joseph’s education began at the Primary School of St Barnabas in Blackburn. He was there from 1890 to 1897, and then went to the Secondary, Higher Grade School, in the same town for two years. On leaving school he became a Laboratory Assistant in the Municipal Technical School, Blackburn. He occupied this post from 1900 to 1903, and attended evening classes in the Technical School from 1898 to 1906, studying chemistry (first under Dr Conrad Gerland and later under Dr R. H. Pickard), physics, mathematics, Latin and shorthand. He passed London Matriculation in the first class, in 1903, and was awarded the ‘John Mercer, F.R.S. Scholarship’, which enabled him to continue his undergraduate studies until 1905, as a full-time student. In 1904 he passed the London Intermediate Science Examination and became Private Assistant to Pickard in his capacity as Corporation Chemist and consultant to several cotton mills. Kenyon was appointed as Assistant Lecturer and Demonstrator in the Municipal Technical School in 1906, and was promoted to Lecturer and Demonstrator in the following year. He carried out some researches whilst an undergraduate, publishing three papers with Pickard, two on ‘The chemistry of oxygen compounds’ and the other which became a classic, on ‘The resolution of sec. octyl alcohol’.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

scholarly journals INDONESIAN COLLEGE STUDENTS� PERCEPTIONS OF TOEFL PREPARATION CLASS

2018 ◽  
Vol 3 (1) ◽  
pp. 66
Author(s):  
Siti Masfufah
Keyword(s):  
College Students ◽  
Pilot Study ◽  
Group Work ◽  
The Other ◽  
Full Time ◽  
Work Activities ◽  
Full Time Student

This is the report of a pilot study of a dissertation. This study investigated what Indonesian students perceived of the TOEFL Preparation class.� The researcher interviewed 11 students of Economics. The students� age ranged from 18 � 23 years old.� Seven of them had a job. Three of them were planning to have a job. The other one was a full-time student. This research revealed that the majority of the students were satisfied with the TOEFL Preparation class. The teacher helped them understand English compared to their knowledge before taking the TOEFL class. However, the students suggest that the duration for each meeting should be at least 120 minutes. Beside, the teacher should provide group work activities and homework. In addition, the teacher should come to class on time. Some recommendations of the findings are discussed in this paper.

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

Ronald Holroyd, 1904 - 1973

1974 ◽  
Vol 20 ◽  
pp. 235-245
Keyword(s):  
Middle East ◽  
Liquid Fuel ◽  
Alternative Fuel ◽  
Energy Crisis ◽  
Western World ◽  
Full Time ◽  
Technical School ◽  
Technical Drawing ◽  
Sporting Goods ◽  
Outstanding Work

It was a tragic irony of fate that Ronald Holroyd should have died on 29 September 1973, just on the eve of the energy crisis which suddenly and dramatically focused the attention of the Western World on the urgency of finding an alternative fuel to Middle East oil, which had almost overnight become scarce and expensive. For the outstanding work of Holroyd s career, before and during the last war, was in attempting to provide a liquid fuel based on coal, and, apart from a wartime success when availability was the paramount consideration, these attempts failed largely because Middle East oil was plentiful and cheap. Ronald Holroyd was born at Horbury, near Wakefield, on 26 April 1904, the son of Sykes and Florence Holroyd. His father started work as a boy of eleven at the firm of Sykes Bros, sporting goods’ manufacturers at Horbury, and attended evening classes at Wakefield where he proved to be a first class student and was subsequently invited to teach in the evenings. This work increased and as a result he was invited to join the full time staff of the Miming and Technical School at Barnsley, where he taught mathematics, mechanics and technical drawing. He had a quick and lively mind which remained with him until he died, a few years ago, at the age of 92, still absorbed in mathematics. Florence Holroyd, his wife, was a teacher and there is no doubt that Ronald Holroyd owed a great deal to their deep interest in educational matters, and to their encouragement in his formative years.

DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Educational Processes ◽  
Teachers And Students ◽  
The One ◽  
Senior High School Students

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

Word Associations and Meaningfulness Values for Grade-School-Aged Children

1964 ◽  
Vol 15 (2) ◽  
pp. 447-455 ◽  
Author(s):  
Sydelle Stone Shapiro
Keyword(s):  
Word Association ◽  
Rank Order ◽  
Group Analysis ◽  
The Other ◽  
Grade School ◽  
Word Associations ◽  
Significant Agreement ◽  
School Aged Children ◽  
The Mean ◽  
Group Sex

Multiple word associations to 65 words, 52 of which were CVCs, were obtained from 100 boys and 100 girls in Grades 4, 6, and 8, aged respectively, 9 and 10, 11 and 12, 13 and 14. Conventional word-association norms were developed for each of these grade-sex groups for first, second, and third responses, separately and pooled. Meaningfulness values for each word, defined as the mean number of associations, were also determined for each group. Analysis of the primaries disclosed that approximately half the set of words had primaries which were the same across all groups and that such primaries were on the average of much higher frequencies than primaries which differed among groups. Primaries which differed among groups very often occurred as secondaries or tertiaries of the other groups. Frequency of primaries did not vary between sexes or across grade-age levels. While m values for the set of words increased with grade and age, the rank ordering of these values was essentially the same within each grade-age-sex group. Sex was not related to m values. Values of m when compared with Noble's m′ showed significant agreement both for rank-order comparisons and values dichotomized into high and low categories.

scholarly journals Predikante opleiding: Roeping, keuring en legitimering

2002 ◽  
Vol 23 (1) ◽  
pp. 151-167 ◽  
Author(s):  
M. Nel
Keyword(s):  
Local Church ◽  
Professional Training ◽  
The Body ◽  
The Other ◽  
Complex Nature ◽  
Full Time ◽  
Reality Testing ◽  
Ongoing Training ◽  
The One

Training of Pastors: Calling, Testing and Ordination The profession of being a pastor is under pressure. The challenge for churches and seminaries is to rediscover what it means to be called, and more specifically to be called for full time ministry in a local church. Such a calling needs to be secularised in order to be recovered. In this process the “job” of the called one needs to be determined, at least to a larger extent, by the congregation or parish. The point in question here is the fact that such “functions” as pastors are being given by God for equipping the body (Eph 4:7-16). When this is a reality, testing for such a call asks for a commitment to what the call, training for the profession and retaining status imply. Such testing leads to new freedom and the discovery of the complex nature of ministry on the one hand, and giftedness for specific ministries on the other. While further research is needed, the intermediate questions are whether there are seminaries that are willing to partner with churches to find an answer to the growing gap between professional training and church-based-training, and whether there are churches with the courage to take recruitment, testing, and ongoing training more serious.

scholarly journals Оbituary

1902 ◽  
Vol 2 (3) ◽  
pp. 220-221
Author(s):  
Vladimir Vladimirovich Dyakonov
Keyword(s):  
Full Time ◽  
Medical Testing ◽  
Laboratory Assistant

A member of our Society, an assistant of the Children's Clinic, Vladimir Vladimirovich Dyakonov was born in 1871 on May 28, in 1895 he successfully passed the test in the Medical Testing Commission at the Imperial Kazan University, as an ordinator of the Department of Archives on January 29, 1896. and was until January 29, 1899, during his residency he passed the exam for a doctor of medicine, from November 1899 he took the position of a supernumerary assistant, then for some time he served as a full-time assistant, from February 1901 he was transferred to the position of a laboratory assistant at the Children's Clinic and on October 9 1901 approved as a staff assistant.

scholarly journals Eye Injuries among Primary School Children in Enugu, Nigeria: Rural vs Urban

2015 ◽  
Vol 7 ◽  
pp. OED.S18659 ◽  
Author(s):  
Nonso Ejikeme Okpala ◽  
Rich Enujioke Umeh ◽  
Ernest Nnemeka Onwasigwe
Keyword(s):  
Local Government ◽  
Primary School ◽  
Rural Area ◽  
Corporal Punishment ◽  
School Children ◽  
Traditional Healers ◽  
The Other ◽  
Primary School Children ◽  
Eye Injury ◽  
Eye Injuries

A cross-sectional survey of the prevalence of eye injuries among primary school children in two noncontiguous local government areas of Enugu State of Nigeria was undertaken. One of the local government areas was urban, while the other one was rural. Children who were <15 years in two randomly selected primary schools in the urban area and three randomly selected schools in the rural area were interviewed and examined with Snellen chart, pen torch, head loupe, and direct ophthalmoscope. The findings were recorded using a semi-structured questionnaire and the World Health Organization Programme for Prevention of Blindness (WHO/PBL) eye examination form. Training on visual acuity measurement was done for each of the class teachers. A total of 1,236 children <15 years of age were studied and analyzed. Slightly more females, 652 (52.8%), than males, 584 (47.2%), constituted the sample population giving a female/male ratio of 1.1:1. A total of 98 (7.93%) children had evidence of injury to the eye or its adnexa. Eyelid scar was the commonest (5.34%) followed by eyebrow scar (2.10%). Canthal scar was the next (0.32%). Two girls had monocular blindness from eye trauma (0.16%). One had leucoma, while the other had a dislocated lens. All the monocular blind children of this study were from the urban area. The home was the commonest environment for an eye injury (69.39%) followed by the school (20.41%). The farm was next in frequency (7.14%), especially among boys in the rural area. The church and the road/street constituted the remainder. Regarding persons causing the injury, the child's playmate was the commonest (55.10%) followed by self (27.55%). Parents and guardians were the next (9.18%). These were injuries associated with corporal punishment. Corporal punishment-related eye injury, according to this study, appears to be common in the rural area and affects boys predominantly. Other human intermediary agents that cause an eye injury include passersby (2.04%), RTA (2.04%), siblings (2.04%), and others (1.02%). The primary agents that caused an eye injury were sticks/wood, 29 (29.60%); stone, 21 (21.43%); pieces of metal, 19 (19.39%); fall, 10 (10.20%); fight/fist blow, 9 (9.918%); plastic, 2 (2.04%); fingernails, 2 (2.04%); farm tools/fruits, 2 (2.04%); and RTA, glass, and headbutt, each 1.02%. Farm implements/fruits as well as fingernails appear to be fairly common primary agents that cause an eye injury in the rural Enugu, Nigeria. In terms of prevalence, there was no significant difference between the urban and rural areas. The findings from this study showed a high prevalence of eye injury among primary school children. In terms of treatment, 58.16% of the children with an eye injury had no form of treatment for it. The children from this study with monocular blindness did not receive adequate medical treatment. Treatment of an eye injury, according to this study, was sought from chemists (19.39%), at hospital/health centers (16.33%), at home (3.06%), and from traditional healers (3.06%). The persons who treated an eye injury, as observed from this study, were doctors (14.29%), nurses (4.08%), chemists (17.35%), and traditional healers and fathers (3.06% each). The frequency of noninjury-related diagnosis made in this study was refractive error, 4.85%; allergic conjunctivitis, 1.94%; oculocutaneous albinism, 0.24%; prepapillary vascular loops, 0.40%; and then ptosis, exotropia, stye, corneal opacity, and retinitis pigmentosa, 0.08% each. The annual incidence of an eye injury according to this study was 3.48%. The majority of the causes of an eye injury, as per this study, were preventable. Appropriate promotion of preventive eye care among children may go a long way in reducing the burden of blindness from eye injuries.

The Lady Composer Learns Her Craft

2020 ◽  
pp. 85-114
Author(s):  
Wanda Brister ◽  
Jay Rosenblatt
Keyword(s):  
World War Ii ◽  
Royal College ◽  
Full Time ◽  
Ralph Vaughan Williams ◽  
World War ◽  
Musical Style ◽  
Full Time Student ◽  
Vaughan Williams

The period of Dring’s life as a full-time student at the Royal College of Music overlapped with the concluding years of World War II. The director of the RCM, George Dyson, decided to keep the school open, and Dring’s diaries provide a picture of her life during the first years of the war. Principal teachers included W.H. Reed in violin, Lilian Gaskell in piano, Topliss Green in voice, and Margaret Rubel in “dramatic.” Dring continued to be active as a performer, earning her ARCM certificate in piano, and she performed in many plays and scenes as part of the dramatic class. She also had the opportunity to produce, direct, and write the music for The Emperor and the Nightingale, the annual Christmas play for the Junior Department. Her most important instructor was Herbert Howells in composition, with whom she studied for her entire four years as a full-time student, and she also took occasional lessons with Ralph Vaughan Williams. Her musical style is discussed through an examination of “Under the Greenwood Tree,” the first of her Three Shakespeare Songs, written and first performed during these years.

Sign in / Sign up

Export Citation Format

Share Document