Relevant bibliographies by topics / Newlyn School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Newlyn School'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Newlyn School"

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FLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon, and Imran Moshood Adesile. "Challenges and Solutions: The Experiences of Newly-Qualified Counsellors." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.

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The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach. The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead. Keywords: challenges, solutions, experiences, newly qualified counsellors
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Le Pichon-Vorstman, Emmanuelle, and Sergio Baauw. "EDINA, Education of International Newly Arrived Migrant pupils." European Journal of Applied Linguistics 7, no. 1 (February 28, 2019): 145–56. http://dx.doi.org/10.1515/eujal-2018-0021.

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AbstractThe goals of the project were (1) to reduce disparities proposing adequate strategies and activities to help teachers, schools and municipalities to support newly arrived migrant pupils, (2) to increase the efficiency of investment in the education of this group and, and (3) to strengthen training paths of school staff fostering the collaboration between schools, municipalities, and researchers nationally and internationally. An interdisciplinary and international team developed a curriculum to be used by teachers, schools, municipalities and policy makers for pre- and in-service teacher education. The curriculum is available online at https://edinaplatform.eu
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Carlotti, Ana Paula de Carvalho Panzeri, Maria Lúcia Silveira Ferlin, and Francisco Eulógio Martinez. "Do our newly graduated medical doctors have adequate knowledge about neonatal resuscitation?" Sao Paulo Medical Journal 125, no. 3 (May 2007): 180–85. http://dx.doi.org/10.1590/s1516-31802007000300010.

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CONTEXT AND OBJECTIVE: Neonatal resuscitation should be part of medical school curriculums. We aimed to evaluate medical school graduates' knowledge of neonatal resuscitation. DESIGN AND SETTING: Cross-sectional study on the performance of candidates sitting a medical residency exam at Hospital das Clínicas, Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, in 2004. METHODS: There were two questions on neonatal resuscitation. One question in the theory test aimed at evaluating basic knowledge on the initial approach towards newly born infants. The question in the practical exam was designed to evaluate the candidate's ability to perform the initial steps of resuscitation and to establish bag-mask ventilation. RESULTS: Out of 642 candidates from 74 medical schools, 151 (23.5%) answered the theory question correctly. Significantly more physicians from public medical schools in the State of São Paulo answered correctly than did those from other schools in Brazil (52.5% versus 9.2%; p < 0.05). A total of 436 candidates did the practical exam. The grades among graduates from medical schools belonging to the State of São Paulo were significantly higher than among those from other schools (5.9 ± 2.6 versus 4.1 ± 2.1; p < 0.001). The grades for the practical question among candidates who had answered the theory question correctly were significantly higher than those obtained by candidates who had given wrong answers (p < 0.05). CONCLUSION: Medical school graduates' knowledge of neonate resuscitation in the delivery room is quite precarious. Emphasis on neonatal resuscitation training is urgently needed in medical schools.
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Plum, Catherine. "Contested Namesakes: East Berlin School Names under Communism and in Reunified Germany." History of Education Quarterly 45, no. 4 (2005): 625–35. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00059.x.

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Within weeks and months of the fall of the Berlin Wall in November 1989, numerous busts and portraits of school namesakes disappeared from the foyers, hallways, and “tradition rooms” (Traditionszimmer) of East Berlin schools and were relegated to trash bins. In 1990 municipal authorities formalized this spontaneous purge of school identities by eliminating the names of all schools in eastern Berlin. Over the course of the 1990s administrators, teachers, and students in the newly restructured schools began to discuss a wide range of new school identities.
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Yoon, Hyo Jeong, and Sung Hyun Cho. "Geographic Mobility and Related Factors among Newly Graduated Nurses." Journal of Korean Academic Society of Nursing Education 23, no. 3 (August 31, 2017): 353–62. http://dx.doi.org/10.5977/jkasne.2017.23.3.353.

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Purpose: This study aimed to analyze the mobility of newly graduated nurses from regions where their nursing schools were located to regions where they took up their first jobs, and to identify factors influencing nurses' mobility. Methods: Data from the Graduates Occupational Mobility Survey, collected annually from 2010 to 2014 by the Korea Employment Information Service, were analyzed. The sample consisted of 1,488 graduates and 1,229 nurses who were employed on a full-time basis in hospitals. Multiple logistic regression analysis was conducted to identify factors associated with geographic mobility. Results: Among the nurses working in hospitals, 69.2% had their first jobs in their nursing school regions and 11.3% in their high school regions. Fifty-two percent of the nurses worked in the capital region; 47.2% thereof had moved from a non-capital region. Nurses were more likely to work in their nursing school region when they were female, were older, graduated from a high school located in their nursing school region, graduated from a college (vs. university), had a lower nursing school performance, and expected lower monthly wage, compared with those who left their nursing school region. Conclusion: Education and remuneration policies are required to reduce geographical mobility to the capital region.
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Galdames, Sergio, Carmen Montecinos, Fabián Campos, Luis Ahumada, and María Verónica Leiva. "Novice principals in Chile mobilizing change for the first time: Challenges and opportunities associated with a school’s readiness for change." Educational Management Administration & Leadership 46, no. 2 (May 19, 2017): 318–38. http://dx.doi.org/10.1177/1741143217707520.

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In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling ( n = 4) and in schools that were sinking ( n = 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fail to create conditions, such as staffing, so the arrival of a new principal is indeed an opportunity to reverse a downward trajectory of an ineffective, high-poverty school.
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Terhart, Henrike, and Nora von Dewitz. "Newly arrived migrant students in German schools: Exclusive and inclusive structures and practices." European Educational Research Journal 17, no. 2 (August 4, 2017): 290–304. http://dx.doi.org/10.1177/1474904117722623.

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Newly arrived migrant students in German schools are currently the centre of attention. In 2015 and 2016 the incoming number of migrant children and adolescents of school-age has risen. Schools, the education administration as well as politics need to take action with regard to this. In the on-going debate on new immigrant students in school, German media and the public focus have been predominantly on asylum seekers from conflict zones such as Syria or Afghanistan. For schools, the increasing number of newcomers with no or little proficiency of German currently poses a challenge, even though new immigrant students at school are not a new phenomenon, but rather a permanent one. From a theoretical point of view, social participation can be discussed within the division of inclusion and exclusion. In this article we examine the potential of a theoretical framework of social inclusion and exclusion in the case of new immigrant students and establish a connection between the organisation of schooling and practices in class. The analysis of a scene of multilingual classroom interaction, held in a separate class for newcomers only, shows how a complex interplay of including and excluding effects structure the situation of newly arrived migrant students.
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Reischl, Catherine H., Debi Khasnabis, and Kevin Karr. "Cultivating a school-university partnership for teacher learning." Phi Delta Kappan 98, no. 8 (May 2017): 48–53. http://dx.doi.org/10.1177/0031721717708295.

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The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan needed a school site where teaching interns could learn to teach diverse students and where it could implement and refine its newly reformed, practice-based elementary teacher education curriculum.
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Kelly, Sean, and Richard Majerus. "School-to-School Variation in Disciplined Inquiry." Urban Education 46, no. 6 (August 11, 2011): 1553–83. http://dx.doi.org/10.1177/0042085911413151.

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In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and Gamoran, we examine whether variation in observable indicators of school quality correspond to real differences in instruction between schools. Consistent with the large body of research on school effects we find very modest school-level variation in the prevalence of disciplined inquiry.
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Isa Medina Machmudi Isa, Nitce, Azlin Norhaini Mansor, Jamalul Lail Abdul Wahab, and Bity Salwana Alias. "Principals’ Instructional Leadership towards Teachers' Self-Efficacy." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 449. http://dx.doi.org/10.14419/ijet.v7i3.30.18349.

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Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.
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Dissertations / Theses on the topic "Newlyn School"

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Walker, Virginia. "The concept of a 'Newlyn school' : its context and history." Thesis, Birkbeck (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539900.

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The thesis explores the phenomenon of a `Newlyn school'; it contextualizes its origins in the later 1880s focussing on the artistic and cultural values associated with it and examines subsequent developments. The thesis looks at the settlement of artists in Newlyn in the 1880s, and the connections between developments there and the impact of the work of Bastien- Lepage as well as making links to the contemporary Nature Movement in England. It considers the painting of rural imagery `on the spot' and the concern to achieve `open-air effects'. The latter did not necessarily imply painting out of doors indeed it could include interiors. Artists working in Newlyn attracted patronage from philanthropic industrialists desirous of effecting beneficial influence on the urban poor. This appears to account for the early interest in Newlyn-based artists in Birmingham. It is argued that there was nothing unique about the interests of artists who settled in Newlyn nor any interest in developing a special `school' in the early 1880s. However, after the work of Frank Bramley and Stanhope Forbes began to interest critics in London matters changed. While Braniley's A Hopeless Dawn (RA 1888) stimulated the notion that there was something special about Newlyn art, it was the highly ambitious Forbes who , profited most from the concept. In the following decade he successfully promoted himself as the guiding light of Newlyn art. The thesis also considers how the promotion of a `Newlyn school' in 1889 coincided with the concerns at the Royal Academy to promote a national form of art to counter the threat of Whistlerian internationalism and other types of modernism. However, subsequent coverage was unenthusiastic and short-lived. The thesis concludes with exploring how Forbes subsequently mythologized Newlyn, identifying the `school' with his own artistic persona.
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Holmes, Michael Todd. "Creating a Positive School Culture in Newly Opened Schools." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-05122009-150844/.

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The purpose of this study was to determine the most effective practices by school administrators when creating school culture in newly opened schools. Using semi-structured interviews, four principals who opened a new school were interviewed individually and in a focus group. The constant comparative method was used to analyze the data. Two themes emerged from the data. First, principals at new schools should spend a significant amount of time ensuring quality staff members are hired. Additionally, once hired, principals are responsible for providing appropriate professional development activities to better prepare staff members to meet the challenges of opening a new school. Second, principals must find a balance between their role as principal of the school and their personal and family lives. This balance takes three forms: 1) Shared Responsibility, 2) Manager vs. Instructional Leader, and 3) Personal and Family Responsibilities. Limitations to the study included generalization to other studies, personal biases and objectivity on the part of the researcher, small sample size and lack of a high school participant. By applying what has worked, and avoiding what was not successful, administrators are in a better position to ensure a smooth opening, a satisfied school community, and, most importantly, successful students, all which are reflective of the schoolâs culture.
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Santos, Joseph. "The responsibilities and leadership attributes of principals in opening newly constructed schools." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2405.

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The construction and opening of a new school adds a new dimension to the principal's role. The purpose of this study was to describe the duties and responsibilities of a principal opening a newly constructed school, during the year preceding the opening of the school, and during the first year of occupancy in that school. The study was enriched by interviews with seven principals that opened new schools in the Central Valley of California. Personal reflections during interviews with principals were recorded, transcribed, and along with documents offered by elementary and middle school principals, analyzed for themes. The results of this study found that the attributes and characteristics of a successful principal opening a new elementary or middle school were very similar to the attributes and qualities of a successful principal of an existing school or of successful leaders of any organization, in general. The need for strong interpersonal skills, a clear vision, strong organizational and problem solving skills, a broad professional knowledge, and flexibility were required for success. The difference in possessing these attributes and characteristics appeared to be the emphasis placed on each one when it was manifested. Five themes that emerged from this case study were parental issues, construction or site building issues, staffing issues, school organization issues, and time management issues. Each of these issues required certain skills or traits on the part of the principal in order to be successful in opening a new school. The results of this study may be of interest to principals named to open a new school, assist in the selection of principals of new schools, and offer guidance regarding the best time to hire principals of schools under construction.
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Fung, Sun-wai Leo. "The relationship between parental choice and marketing strategies of secondary schools : case study in a newly developed district /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598266.

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Leung, Moon-chuen, and 梁滿泉. "Perception of school climate on a local newly established secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961101.

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Leung, Moon-chuen. "Perception of school climate on a local newly established secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184835.

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Bender, Stephanie L. "Resiliency research perceptions of newly trained school guidance counselors /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998benders.pdf.

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Al-haddia, Abdulhakim, and Daniel King. "School integration of newly arrived immigrant children and youth." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och kriminologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32702.

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The aim was to study how school professionals working with newly arrived immigrant children and youth experience how these students integrate into the school. The study is a qualitative research conducted in Sweden. The first part of the research focused on studying what factors affect the integration of newly arrived immigrant in schools while the second part focused on what strategy is used to ensure their integration. The findings of the study were thematically analyzed using the ecological systems theory as a framework of analysis. Through semi-structured interviews, four teachers and a counsellor expressed their perception on the integration of newly arrived immigrants’ student into schools. The result showed that the teachers are the core agent for integration within schools. It was shown that past experiences, family, social connections, educational background, school system, migration policies, culture are important factors that affect the integration process of these students.
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Yue, Yun-fai. "The impact of a headteacher : a case study of a newly established primary school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811206.

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Janiec, Jan David. "Corporate strategy for a newly consolidated government research and development organization." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12690.

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Books on the topic "Newlyn School"

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Caroline, Fox. Stanhope Forbes and the Newlyn school. Newton Abbot, Devon: David & Charles, 1993.

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Francis, Greenacre, Bargican Art Gallery, and Newlyn Orion Galleries, eds. Painting in Newlyn, 1880-1930. London: Barbican Art Gallery, 1985.

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Walter Langley: From Birmingham to Newlyn. Bristol: Sansom & Co. [in association with] Penlee House, Gallery and Museum Penzance, 2011.

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Green, Iris M. Artists at home: Newlyn, 1870-1900. (Newlyn): Iris M. Green, 1995.

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Green, Iris M. Posing the model: A study of students of Stanhope Forbes : Newlyn School of painting 1899-1914. [Newlyn?]: I.M. Green, 2002.

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McConkey, Kenneth. Harold Harvey: Painter of Cornwall. Bristol: Sansom, 2001.

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Bedford, Hugh. Frank Gascoigne Heath and his "Newlyn school" friends at Lamorna. Teddington, Middlesex: H. Bedford, 1995.

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Cross, Tom. The shining sands: Artists in Newlyn andSt.Ives,1880-1930. London: Lutterworth, 1995.

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Cook, Judith. Singing from the walls: The life and art of Elizabeth Forbes. Bristol: Sansom in association with Penlee House Gallery & Museum, 2000.

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The shining sands: Artists in Newlyn and St. Ives, 1880-1930. Tiverton, Devon: Westcountry Books, 1994.

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Book chapters on the topic "Newlyn School"

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Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement, 257–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.

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AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
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Morris, Jenny. "The Introduction of Staff Appraisal to a Newly Amalgamated School." In Appraising Teachers in Schools, 121–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003111870-8.

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Ellerton, Nerida F., and M. A. Clements. "The Importance of the Royal Mathematical School in the History of School Mathematics." In Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics, 211–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46657-6_10.

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Ellerton, Nerida F., and M. A. Clements. "Redefining School Mathematics at Christ’s Hospital 1800–1868." In Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics, 165–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46657-6_8.

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Moebius, Stephan. "Reconstruction and Consolidation of Sociology in West Germany from 1945 to 1967." In Sociology in Germany, 49–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_3.

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AbstractThis chapter will focus on the two decades after 1945, the period of the “post-war society” (1945–1967), which in the historical sciences is also characterized as a period of boom (keywords: “Wirtschaftswunder” (“economic miracle”), expansion of the welfare state, expansion of the educational sector, certainty about the future) and which comes to an end in the 1970s. Germany was undergoing a profound process of change: socio-structural changes in an advanced industrial society, structural changes in the family and a retreat into the private sphere, new opportunities in the areas of consumption and leisure due to the “Wirtschaftswunder,” urbanization and changes in communities, “Western Integration” (“Westbindung”), the ban on the KPD (Communist Party of Germany) in 1956, remilitarization, the development of the mass media and mass motorization, and the repression of the Nazi past were central social and sociological issues. At the same time, fascist tendencies were still virulent during the 1950s and 1960s. After 1945, sociology had to be rebuilt. Journals were refounded or newly founded, the German Sociological Association was restored and sociology was re-established as a teaching subject. Different “schools” and regional centers of sociology emerged. The so-called Cologne School centered around René König, the Frankfurt School around Adorno and Horkheimer, and the circle around Helmut Schelsky should be mentioned in particular; but also, Wolfgang Abendroth, Werner Hofmann, and Heinz Maus (Marburg School), Otto Stammer (Berlin), Arnold Bergstraesser (Freiburg i.Br.), and Helmuth Plessner (Göttingen). Despite their theoretical and political differences, up until the 1950s, they all had in common the decisive will for political and social enlightenment regarding the post-war situation. Furthermore, the particular importance that empirical social research and non-university research institutions had for the further development of sociology after 1945 is worth mentioning.At the end of the 1950s, field-specific dynamics gained momentum. The different “schools” and groups tried to secure and expand their position in the sociological field and their divergent research profiles became increasingly visible. The so-called civil war in sociology drove the actors further apart. Additionally, disciplinary struggles and camp-building processes during the first 20 years of West German sociology revolved around the debate on role theory and the dispute over positivism. By the end of the 1950s, an institutional and generational change can be observed. The so-called post-war generation, which included Ralf Dahrendorf, Jürgen Habermas, Niklas Luhmann, Erwin K. Scheuch, Heinrich Popitz, Hans Paul Bahrdt, M. Rainer Lepsius, and Renate Mayntz, assumed central positions in organizations, editorial boards of journals, and universities. While the early “schools” and circles (König, Schelsky, Adorno, and Horkheimer) initially focused on the sociology of the family and empirical research, the following generation concentrated foremost on industrial sociology, but also on topics of social structure and social stratification as well as on social mobility.
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El Mawas, Nour, Irina Tal, Arghir Nicolae Moldovan, Diana Bogusevschi, Josephine Andrews, Gabriel-Miro Muntean, and Cristina Hava Muntean. "Improving STEM Learning Experience in Primary School by Using NEWTON Project Innovative Technologies." In Communications in Computer and Information Science, 214–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21151-6_11.

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Ellerton, Nerida F., and M. A. Clements. "Mathematics Beyond Arithmetic: Expanding the Domain of School Mathematics." In Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics, 13–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46657-6_2.

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Ellerton, Nerida F., and M. A. Clements. "Mathematics in the Christ’s Hospital Curriculum Before 1673." In Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics, 1–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46657-6_1.

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Ellerton, Nerida F., and M. A. Clements. "Stars in the RMS Firmament 1673–1798." In Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics, 25–60. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46657-6_3.

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Ellerton, Nerida F., and M. A. Clements. "Years of Struggle for RMS 1673–1708." In Samuel Pepys, Isaac Newton, James Hodgson, and the Beginnings of Secondary School Mathematics, 61–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46657-6_4.

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Conference papers on the topic "Newlyn School"

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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Triay, R., and H. H. Fliche. "Euler-Poisson-Newton approach in Cosmology." In COSMOLOGY AND GRAVITATION: XIIth Brazilian School of Cosmololy and Gravitation. AIP, 2007. http://dx.doi.org/10.1063/1.2752485.

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Afkhamiaghda, Mahdi, Marguerite Keesee, and Lisa Holiday. "Unintentional Sustainability in Schools—A Case Study of a Newly Built School’s Accordance with the LEED Rating System." In AEI 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784480502.090.

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de Vaulchier, Balthazar, and Hervé Partouche. "Induced cosmological and Newton constants from towers of states." In Corfu Summer Institute 2019 "School and Workshops on Elementary Particle Physics and Gravity". Trieste, Italy: Sissa Medialab, 2020. http://dx.doi.org/10.22323/1.376.0118.

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Sulistyosari, Yunike, Siti Irene Astuti Dwiningrum, Nadiyya Qurrotu Aini Zummi, Sigit Wisnu Tomo, and Deri Indrahadi. "Examining the Basic Educational Rights in the Newly-Implemented School Zoning Policy in Indonesia." In Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.060.

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Kim, Saim, Steffen Leonhardt, Nadine Zimmermann, Philip Kranen, David Kensche, Emmanuel Muller, and Christoph Quix. "Influence of contact pressure and moisture on the signal quality of a newly developed textile ECG sensor shirt." In 2008 5th International Summer School and Symposium on Medical Devices and Biosensors. IEEE, 2008. http://dx.doi.org/10.1109/issmdbs.2008.4575068.

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Jasim, Wafa. "A Comparative study between Traditional and Innovative school teachers perceptions regarding medical certificate for newly graduated doctors." In Proceedings of the 1st International Multi-Disciplinary Conference Theme: Sustainable Development and Smart Planning, IMDC-SDSP 2020, Cyperspace, 28-30 June 2020. EAI, 2020. http://dx.doi.org/10.4108/eai.28-6-2020.2298250.

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Holm, Mikayle A., Erik Gaasedelen, and Paul A. Iaizzo. "Using WebGL for Teaching Bone Identification." In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6966.

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Newly developed interactive tutorials and applications which teach human anatomy are often set up as pay-to-play websites. Examples of these include the Visible Body app1 and the 3D Organon Anatomy2. Though these applications can be very educational, they may be costly, thus many students and members of the education community will not access these programs because of the upfront charges. These teaching programs are also frequently anatomically limited because they utilize idealized models, like KineMan3, instead of renderings or imaging data sets obtained from humans (clinical or from cadavers). This characteristic may make them useful study tools, but will not best prepare future doctors, nurses, and other health professionals for true, variable patient anatomies they will encounter in their various practices. Further, such students would likely gain more by studying 3D objects of real human anatomies instead of 2D images. We have designed a strategy to bring 3D human anatomies from real cadavers to the scientific and education communities completely open source (free of charge). Our interactive application is geared toward students of all ages (grade school to medical school) or by anyone interested in learning more about human bone anatomy.
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Mochetti, Karina, Raquel Bravo, Luciana Salgado, Carla Leitão, Camille Braga, Gabriela Hecksher, and Kayalla Pontes. "Discussão da Posição de Calouras de Ciência da Computação." In XI Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2017. http://dx.doi.org/10.5753/wit.2017.3403.

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The low participation of women in the computer's fields is a disturbing fact since diversity in any environment is vital to a good development, especially in technology where the role of end users is changing and they have gone from consumers to producers. This paper describes our project's activity at our university with the newly enrolled students in the Computer Science course in the last 3 semesters. Our goal is to analyze the interaction among students, especially girls, in the first days of school and promote a discussion about the low number of girls in the course, giving the opportunity for them to share their experiences.
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SEN, Mukadder I. G. D. I., Füsun LIMBOZ, and Gülnur I. K. I. S. GÜN. "XMM‐Newton Data Analysis of WX Hydri." In ASTROPHYSICS AND COSMOLOGY AFTER GAMOW: Proceedings of the 4th Gamow International Conference on Astrophysics and Cosmology After Gamow and the 9th Gamow Summer School “Astronomy and Beyond: Astrophysics, Cosmology, Radio Astronomy, High Energy Physics and Astrobiology”. American Institute of Physics, 2010. http://dx.doi.org/10.1063/1.3292555.

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Reports on the topic "Newlyn School"

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Hossain, Niamat Ullah Ibne, Raed Jaradat, Michael Hamilton, Charles Keating, and Simon Goerger. A historical perspective on development of systems engineering discipline : a review and analysis. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40259.

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Since its inception, Systems Engineering (SE) has developed as a distinctive discipline, and there has been significant progress in this field in the past two decades. Compared to other engineering disciplines, SE is not affirmed by a set of underlying fundamental propositions, instead it has emerged as a set of best practices to deal with intricacies stemming from the stochastic nature of engineering complex systems and addressing their problems. Since the existing methodologies and paradigms (dominant pat- terns of thought and concepts) of SE are very diverse and somewhat fragmented. This appears to create some confusion regarding the design, deployment, operation, and application of SE. The purpose of this paper is 1) to delineate the development of SE from 1926-2017 based on insights derived from a histogram analysis, 2) to discuss the different paradigms and school of thoughts related to SE, 3) to derive a set of fundamental attributes of SE using advanced coding techniques and analysis, and 4) to present a newly developed instrument that could assess the performance of systems engineers. More than Two hundred and fifty different sources have been reviewed in this research in order to demonstrate the development trajectory of the SE discipline based on the frequency of publication.
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