Walter Stiles, 1886-1966

1967 ◽  
Vol 13 ◽  
pp. 343-357

Walter Stiles was born on 23 August 1886 at Shepherd’s Bush, Hammersmith. He was the eldest child of the family and had one sister born three years later. Both his parents were Londoners. His father, Walter Stiles (1861-1938), was an artist who worked in wood and clay and whose work ornamented many large houses in London and elsewhere. His mother was Elizabeth Sarah Stiles ( née Dury; 1859-1943). His grandfather, James Stiles, was a corn merchant of Pimlico and the family appears previously to have been long settled in Kent in the neighbourhood of Cobham. James’s brother, Walter Stiles, at Cobham, was the grandfather of Walter Stanley Stiles, F.R.S. On 7 July 1920 Walter Stiles married Edith Ethel May Harwood at St Mary’s Church, Stamford Brook, Hammersmith. Her parents came from the West Country, her father from Wiltshire and her mother from Dorset. There were two children; Walter born in 1922 and Ruth Mary born in 1927. The son graduated in physics at the University of Birmingham and now works on irrigation problems as a member of the staff of the Grassland Research Institute, Hurley, Berkshire. The daughter, after graduating at Birmingham in Spanish and Portuguese, went on to the University of Madrid and is now a lecturer in Spanish at Torquay Technical College. Stiles’s education commenced at the public elementary school in Westville Road, Shepherd’s Bush (1890-1897). He then, with the assistance of L.C.C. junior and intermediate scholarships, went to Latymer Upper School, Hammersmith, of which he afterwards wrote in enthusiastic terms. Very much, he said, was due to the wisdom of the headmaster, the Reverend C. J. Smith, who, from a modest beginning in 1895, raised the school to a leading position among the grammar schools of London. Personally, he felt that he owed a great deal to the teaching of the Mathematics and Senior Science Master, G. M. Grace, who was a source of inspiration to his pupils. Contemporary with Stiles were Harold Spencer Jones, later F.R.S. and Astronomer Royal; G. K. Livers, afterwards Professor of Mathematics at University College, Cardiff; and D. Orson Wood, for many years an Editor of Science Progress .

1986 ◽  
Vol 56 (2) ◽  
pp. 282-290 ◽  
Author(s):  
Frank Fiers

The present article in a series on the harpacticoid copepods gathered during the West Indian expeditions of the University of Amsterdam deals with three species of the family Darcythompsoniidae: Darcythompsonia inopinata Smirnov, Leptocaris glaber n. sp., and Leptocaris echinatus n. sp. Through comparison with other specimens from different localities, Darcythompsonia radans Por is considered here a synonym of D. inopinata Smirnov.


1948 ◽  
Vol 6 (17) ◽  
pp. 231-250

Frederick Maurice Rowe, Professor in the Department of Colour Chemistry and Dyeing at the University of Leeds, died on the 8 December 1946, at the age of fifty-five. He was born on 11 February 1891 at Stroud in Gloucestershire where his father, H. J. Rowe, was engaged in business as a coal merchant and dealer in builders’ materials, under the name of Wood and Rowe. From 1901 to 1908 he attended Marling School, Stroud, and always retained for it a strong attachment for which there were solid grounds. The school, founded and endowed in 1887 by Sir Samuel Marling, a prominent figure in the West of England cloth trade in that part of Gloucestershire, had attracted the attention of the Worshipful Company of Cloth workers by whose efforts a Department of Dyeing had been established at the Yorkshire College, Leeds. The Company decided to provide funds for an annual leaving scholarship to help a Marling School boy to proceed to Leeds for two years’ technological training in textile dyeing at the College. Similar provision was made at Cheltenham Grammar School and in consequence there were unusual opportunities for boys from Gloucestershire to go north for scientific and technical training whilst becoming familiar with another district famous for its woollen industry. On his mother’s side Rowe was descended from a family of Huguenots who fled from France after the revocation of the Edict of Nantes in 1685 and settled in Gloucestershire to practise their craft of woollen manufacture with which some members of the family continued to maintain a connexion. This circumstance and the Cotswold environment may have helped to direct Rowe’s choice of a career, but a love for chemistry was awakened in him by one of the masters at the school, Bartlett, whose influence in after years he frequently acknowledged with gratitude.


1941 ◽  
Vol 36 (2) ◽  
pp. 82-87
Author(s):  
E. T. McSwain∗

Author(s):  
Alda Mazzotti

Apresenta resultados de uma pesquisa que investigou as representações de “aluno da escola pública” construídas por professores da rede pública de ensino fundamental do Rio de Janeiro. Utilizando a abordagem estrutural de Abric, concluiu-se que o núcleo da representação é constituído pelos elementos pobre e aprende a “se virar” sozinho. Cotejando-se estes resultados com os obtidos nas etapas anteriores da pesquisa, observa-se que, para os professores, o aluno tem que aprender a “se virar” sozinho porque é pobre e a pobreza implicaria desagregação familiar e luta pela sobrevivência, impedindo os pais de oferecerem aos filhos a atenção de que necessitam. Dadas todas estas características, esse aluno representaria um desafio para os professores, desafio este que eles se sentem impotentes para enfrentar. Palavras-chave: representações sociais; aluno da escola pública; família e escola; fracasso escolar. Abstract The article presents a research that investigated the representations of the “public school student” constructed by public elementary school teachers of Rio de Janeiro. Using the structural approach proposed by Abric, one concluded that the nucleus of the representation is constituted by the elements poor and learns to make it on his own. Comparing these results with those obtained in the previous steps of the research, it can be observed that, to the teachers, the student has to learn to make it on his own because he is poor and poverty would imply family desegregation and struggle for survival, preventing the parents from providing their children with the attention they need. Given all those characteristics, this student would represent a challenge to the teachers, but this is a challenge they feel they are impotent to cope with. Keywords: social representations; public school student; family and school; school failure.


2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Hadriana Hadriana

This descriptive research is intended to make a mapping of the availability and utilization of information systems and leadership of school principals in Public Elementary School in Pekanbaru - Riau. The formulation of problems to be answered are: (1) How is the availability and utilization of information systems in public elementary schools in Pekanbaru - Riau? and (2) How is the leadership of the school principals in the public elementary school in Pekanbaru - Riau? There are 12 districts in Pekanbaru - Riau and each district has a different number of public elementary schools. Through a proportional random sampling technique, 66 school principals were selected as samples. The instrument used was a questionnaire addressed to the principals. The principals are asked to give their response to the questionnaire given and they are free to choose one or more answers for each item according to their situation and condition. The data obtained were then analyzed using descriptive statistical analysis. The results of the data analysis showed that: (1) the information system available at school was rated positively by the principals, whether in terms of availability, management, or perceived benefits; and (2) in carrying out their leadership, their roles and functions as supervisors, managers and educators occupy the highest position.


Author(s):  
Andréia dos Santos De Jesus ◽  
Maria Celeste De Souza

ResumoTrata-se de um projeto didático desenvolvido no âmbito do Programa MaisEducação, na rede pública de ensino fundamental do município de Franco daRocha. As autoras sistematizaram essa experiência, teorizando-a, e indicandocomo era possível estender as práticas pedagógicas escolares para além dosmuros institucionais.Palavras-chave: Projeto. Práticas pedagógicas. Ensino fundamental. Traveling is seeing PathsAbstractIt is a didactic experience developed within the scope of the More Educationprogram, in the public elementary school network of the municipality of Francoda Rocha. The authors systematize this experience, theorizing it, and indicatinghow it is possible to extend school educational practices beyond the institutionalwalls.Keywords: Project. Pedagogical practices. Elementary school. Viajar es ver las rutasResumenEs una experiencia educativa desarrollada en el marco del programa MásEducación, en la rede primaria publica del municipio Franco da Rocha. Losautores hacen la sistematización de la experiencia, teorizan y indicam cómose puede ampliar las prácticas educativas en la escuela más allá de las paredesinstitucionales.Palabras clave: Proyecto. Prácticas pedagógicas. Enseñanza fundamental.


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