scholarly journals James Norman Davidson, 1911-1972

1973 ◽  
Vol 19 ◽  
pp. 280-303
Keyword(s):  
Secondary Education ◽  
Close Friend ◽  
Local School ◽  
Paternal Grandfather ◽  
Returning Home ◽  
Set Up ◽  
John Ross

James Norman Davidson was born on 5 March 1911 in Edinburgh, where his father occupied the position of Treasurer of the Carnegie Trust for Scotland. The Edinburgh background and the completely Scottish ancestry had a profound effect on Norman Davidson’s development and his loyalty to Scotland was an important feature of his personality; it influenced him throughout his life. His paternal grandfather, James Davidson, came from the Buchan district of Aberdeenshire and as H.M. Officer of Fisheries was posted for duty in succession to five Scottish fishing ports. Norman’s father, also James Davidson, born in Peterhead in 1873, was the first of four children. He attended the local school in Burghead, but was sent for his secondary education to Elgin Academy, some ten miles away, returning home to Burghead at weekends. On leaving school he trained in a law office in Elgin and in 1896 he joined the firm of Ross and Connel, solicitors in Dunfermline. The principal partner of that firm was Mr (later Sir) John Ross who was a close friend of Andrew Carnegie, the famous industrialist and humanitarian who also hailed from Dunfermline. When the Carnegie Trust for the Universities of Scotland was set up in 1901, Ross became its first Treasurer. Shortly afterwards the Trust moved its offices to Edinburgh and James Davidson joined Ross as Assistant Treasurer. When Ross retired in 1923 James Davidson succeeded as Treasurer, a post he held until 1944. He died in 1956.

Whiter Algebra?—A Challenge and a Plea

1930 ◽  
Vol 23 (2) ◽  
pp. 104-125
Author(s):  
William Betz
Keyword(s):  
United States ◽  
High Schools ◽  
Secondary Education ◽  
The United States ◽  
Traditional Curricula ◽  
Set Up

Four million boys and girls are now enrolled in the high schools of the United States. These young Americans are housed in approximately 25,000 public and 2,800 private high schools. They are being taught by at least 200,000 teachers. These impressive figures alone are perhaps sufficient to explain why the old machinery of education is breaking down. Of necessity, outworn practices are being discarded. Everywhere there is an atmosphere of expectancy, of change and suspense. "What next in secondary education?" has become a slogan that reaches into every nook and corner of the educational edifice. The traditional curricula are being revamped. New objectives are being set up and methods of teaching are being readjusted.

scholarly journals Information literacy: French approach

2021 ◽  
Author(s):  
Jean-Louis Durpaire
Keyword(s):  
Secondary Education ◽  
Information Literacy ◽  
Traditional Teaching ◽  
Information Communication ◽  
Specific Field ◽  
Set Up ◽  
Search For Information

Competences to be acquired do not concern a specific field in French secondary education, except for the pupils of “lycée” who choose the option information-communication. They are registered in the programs of the courses of teaching. Their evaluation is thus integrated into each field. In addition, since ten years, devices of formation are set up : they move traditional teaching. Their common characteristic is to call upon the search for information and the production of documents by the pupils. Lastly, B2I has been just instituted to validate competences as regards control of information.

scholarly journals Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Mathematics ◽  
2019 ◽  
Vol 7 (12) ◽  
pp. 1226 ◽  
Author(s):  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan López Núñez ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Study Groups ◽  
Control Group ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Mathematics Students ◽  
Pedagogical Innovation ◽  
Set Up

Educational technology is achieving great potential in the formative processes of today’s society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs.

scholarly journals Roy Markham, 29 January 1916 - 16 November 1979

1982 ◽  
Vol 28 ◽  
pp. 319-345 ◽  
Keyword(s):  
Day School ◽  
School Life ◽  
Local School ◽  
Preparatory School ◽  
The Family ◽  
Paternal Grandfather

Roy Markham was born on 29 January 1916, the son of A. C. C. Markham, a stockbroker with offices in London; his sister, Joanna, was born seven years later. When he was quite young his parents moved to Bridge of Allan in Stirlingshire where he went to the local school. In 1925 the family moved back to London and from that time until he went up to Cambridge in 1935 his home was in Ealing. He was sent first to Ealing College and then to Colet Court, the preparatory school of St Paul’s but he settled at neither and eventually it was decided to send him to live with a family in Magdeburg. This decision to send a young boy to Germany to be educated seems, at first sight, to be odd, but it may have had something to do with the fact that Roy’s paternal grandfather came from Germany. He attended day school in Magdeburg and whilst there he became proficient in the language, a facility he never lost. However, he disliked the school just as much as those he had attended in London and he was brought back to England. On his return in 1930 he was sent to Aldenham School as a boarder but he became so unhappy there that his parents felt compelled to withdraw him and by this time they had become very concerned lest their obviously intelligent son would never adapt to school life.

Sydney John Folley, 1906-1970

1972 ◽  
Vol 18 ◽  
pp. 240-265
Keyword(s):  
Secondary Education ◽  
Working Class ◽  
Full Advantage ◽  
Educational Opportunity ◽  
Early Age ◽  
Maternal Grandfather ◽  
Paternal Grandfather ◽  
Great Western Railway ◽  
School Books ◽  
Value Of Education

Sydney John Folley was born on 14 January 1906 into a working-class family in Swindon, Wilts. He died on 29 June 1970. His father, Thomas John Folley of 75 Graham Street, Swindon, who died in 1950 at the age of 83 years, was for more than 40 years an engine fitter in the Great Western Railway Running Shed at Swindon. His mother, Katie Folley (née Baggs), died in 1938 at the age of 67 years. John Folley, as he was always known, had an elder sister, but was an only son. He was twice married, first, in 1935, to Madeline Kerr of Altrincham, Cheshire, and, then, when this marriage was dissolved in 1947, to Mary Lee Muntz (née Harnett) of Reading. There were no children of either marriage. Folley was proud of the railwaymen in his family and he was fascinated by trains. His maternal grandfather and his paternal great-grandfather both worked in one capacity or another for the Great Western and his paternal grandfather was a well known passenger driver on that railway. He recalls that his childhood circumstances were those usual in households of the skilled artisan class, but that his parents had a great respect for and were fully aware of the value of education. They were anxious to make it possible for both their children to take full advantage of every educational opportunity and were prepared to make considerable sacrifices to this end. ‘Perhaps the number of books in my home, when I was a child, was unusual for a working class home at that time. Probably, many of them were school books of my sister who was 8 years my senior and had received a secondary education after winning a scholarship. From an early age I had a passion for reading and took full advantage of these books’.

scholarly journals Research on the Promotion Path of College Students’ Returning Home to Start Businesses under the Background of Rural Revitalization

2020 ◽  
Vol 9 (3) ◽  
pp. 157
Author(s):  
Qiong Ou ◽  
Youwei Chen ◽  
Min Peng
Keyword(s):  
College Students ◽  
Rural Economy ◽  
Local Characteristic ◽  
Agricultural Industry ◽  
Internet Industry ◽  
Rural Revitalization ◽  
Returning Home ◽  
Entrepreneurial Knowledge ◽  
Return Home ◽  
Set Up

<p>China has vigorously promoted rural revitalization in recent years. Under such background, there are more and more opportunities for college students to return home to start businesses, as well as for employment. Rural revitalization is mainly explored from three paths, namely local characteristic agricultural industry, rural tourism and rural Internet industry. To realize the success of college students’ entrepreneurship back to hometown, it is necessary to improve their entrepreneurial awareness, strengthen the cultivation of their entrepreneurial ability, and set up a system about rural entrepreneurial knowledge. Through improving college students’ entrepreneurial awareness and ability, it is conducive to efficiently collecting and integrating resources and improving their ability of controlling entrepreneurial risks. This article explores and analyzes the promotion path of college students’ returning home to start businesses under the background of rural revitalization, aiming to enhance students’ ability of starting businesses in their hometowns, and promote the revitalization of China’s rural economy.</p>

scholarly journals Intellectualisation of isiXhosa literature: the case of Jeff Opland

2017 ◽  
Vol 54 (2) ◽  
pp. 5-25
Author(s):  
Russell Harold Kaschula
Keyword(s):  
Printing Press ◽  
Literature Reference ◽  
Language And Literature ◽  
Set Up ◽  
Present Understanding ◽  
John Ross

The origins of the intellectualisation of written isiXhosa literature are often attributed to the missionaries John Ross and John Bennie. They set up a printing press in the Tyhume Valley which later became known as Lovedale Press. They introduced written isiXhosa in 1823 and for this they are acknowledged as the first to write and publish in isiXhosa. This article attempts to trace this intellectualisation process of isiXhosa literature, concentrating on a critique and assessment of the life-long work of Professor Jeff Opland, who has contributed enormously to the present understanding of both oral and written isiXhosa literature. It is argued in this article that his corpus of books and academic articles require some contextualisation within the broader debate of the continued intellectualisation of isiXhosa language and literature. Reference is also made to the Opland isiXhosa literature archive and its contribution to the further intellectualisation of isiXhosa literature. It is suggested in this article that Opland is one of the greatest contributors to academic debates concerning isiXhosa literature and history. Izibongo or oral poems written by, and about Jeff Opland are analysed to further enhance the context of his contribution.

A Vastu Text in the Modern Age: Vishvakarma Darpan, 1969

2005 ◽  
Vol 15 (2) ◽  
pp. 165-178 ◽  
Author(s):  
Vibhuti Sachdev
Keyword(s):  
Political Support ◽  
Full Bloom ◽  
General Sense ◽  
The Real ◽  
Modern Age ◽  
Returning Home ◽  
The Face ◽  
American Schools ◽  
Set Up

Abstract1969 was a time of some introspection for the architectural profession in India. The vision of bold architecture that Nehru had nurtured so personally was now in full bloom. It was, after all, a decade since he had urged architects to break the shackles of tradition in support of Chandigarh – an experiment to embolden the spirit of New India. There was a general sense of relief from professionally trained architects, because for them this political support meant that they could now do what they did best. Not out of choice, but training, they were freed from the burden of addressing tradition, and they could now address foreign design. This was also the time when many were ‘returning home’ after training in European and American schools, and were putting into practice what they had learnt abroad. The ‘foreign-returned’ were the ‘real’ architects who took upon themselves the task of educating their clients, and changing the face of India. They were ‘real’ also because only they had had first-hand experience of what was being taught from books in architecture schools all over India. With scholarship schemes set up by the Nehru government facilitating architects to study in America, it was there that many young architects went to complete their education. Once back they would set their euphoria in concrete and glass. And by 1969 there were already quite a few examples of American-inspired designs in the portfolio of Modern India, and its novelty was beginning to wear off.

scholarly journals Making sense across levels in local school governance

2018 ◽  
Vol 2 (2-3) ◽  
pp. 119-133 ◽  
Author(s):  
Øyvind Henriksen
Keyword(s):  
School Leadership ◽  
Role Models ◽  
School Governance ◽  
Governance System ◽  
Local School ◽  
Effective School ◽  
Making Sense ◽  
Set Up ◽  
Key Participants ◽  
Shared Understandings

Dialogues and relations between interdependent leaders working at different hierarchical levels within a given school governance system are crucial for developing shared understandings which are seen as a prerequisite for effective school development. Shared understandings among interdependent actors emerge from productive and dialogical sensemaking processes. The current study provides insight into how sensemaking plays out in dialogue meetings set up by a school superintendent and a team of subordinated school leaders, initiated at the purpose of establishing and maintaining a shared interpretation community working with important areas of pedagogy and schooling. Drawing on action research with observations, reflective conversations, and reflection notes from five key participants in the local school system, and framed within a theory of sensemaking, this issue is addressed by demonstrating how dialogue meetings strengthen the relations between a superintendent and school leadership teams. In such a context of asymmetrical power relations, the current study argues that sensemaking constitutes the pivotal activity in dialogue meetings when ensuring productive relations and bridging the gap between municipalities (as school districts) and schools. In the dialogue meetings subjected to the study, steps were taken towards shared understanding, and the involved leaders set the tone in this process by acting as role models, as facilitators of creating space for reflection.

scholarly journals English as a Foreign/Second Language in Secondary Education Materials and Links for Teaching and Learning

2005 ◽  
Vol 8 ◽  
pp. 9
Author(s):  
Rafael Seiz
Keyword(s):  
Second Language ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Education Level ◽  
Set Up ◽  
Interactive Exercises ◽  
Teaching Ideas

<p>http://www.isabelperez.com</p><p>Site at a glance Isabel's ESL site is an educational website that provides plenty of useful online materials for teachers and learners of ESL/EFL at secondary education level. It is addressed to both learners and teachers who can find here hundreds of resources, including interactive exercises, teaching ideas and various links of interest, together with papers and other academic materials to be disseminated among teaching practitioners. The site was first set up back in 1997 by Isabel Pérez Torres, an experienced CALL researcher and practitioner. Isabel herself maintains the site and frequently updates it.</p>

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