To see the other types of publications on this topic, follow the link: Schools, great britain.
Journal articles on the topic 'Schools, great britain'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Schools, great britain.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Mokromenko, O. "Analyzing standards base of elementary education and defining the correlation between private initiative and state assistance in the formation process of elementary schools net in Great Britain (the two third of the 19th century)." New Collegium 3, no. 111 (June 15, 2023): 124–28. http://dx.doi.org/10.30837/nc.2023.3.124.
Full textAbstract:
The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Formation changes of the elementary education in Great Britain in the two third of the 19th century has been investigated in this article. Special attention is given to denoting and analyzing standards base of elementary education in Great Britain in the two third of the 19th century. Correlation between private initiative and State assistance in the formation process of elementary schools net of the two third of the 19 th century has been defined.
The group of documents of standards base of elementary education in Great Britain in the two third of the 19th century has been defined and characterized .Their role in the formation process of standards base has been denoted. Progressive tendencies in the issue of the development of elementary education in Great Britain in the two third of the 19th century have been pointed out. Teaching methods and ways of elementary education in Great Britain in the two third of the 19th century have been considered in the article. The administrative changes of elementary education in Great Britain in the two third of the 19th century have been analyzed in the article.
The article studies the elementary schools net in Great Britain in the two third of the 19th century. Elementary education curriculum, tasks, goals at the elementary schools in Great Britain in the two third of the 19th century have been propounded in the article. The article expands the elementary education in Great Britain of the 19th century and specifies the degree of investigating the issue.
2
Miziniak, Helena. "Polish Community in Great Britain." Studia Polonijne 43, Specjalny (December 20, 2022): 49–61. http://dx.doi.org/10.18290/sp2243.5s.
Full textAbstract:
The article presents the activity of Poles in Great Britain in the 20th century, beginning with the end of World War II, when a large group of Polish refugees and veterans settled in the UK. In 1947, the Federation of Poles was established to represent Polish community in Great Britain. The Association of Polish Women (1946) and the Relief Society for Poles (1946) were also formed at the same time.
The article shows the involvement of the Polish community in Great Britain in the context of Polish history. This involvement included the organisation of anti-communist protests, carrying out various actions to inform people about the situation in Poland, organising material aid, supporting Poland at the time of the system transformation, and supporting Poland’s accession to the European Union. Over the decades, the Polish community in Great Britain has managed to set up numerous veterans’ and social organisations, Polish schools, it also built churches in order to preserve Polish culture abroad.
3
Maynard, Trisha. "Forest Schools in Great Britain: An Initial Exploration." Contemporary Issues in Early Childhood 8, no. 4 (December 2007): 320–31. http://dx.doi.org/10.2304/ciec.2007.8.4.320.
Full text
4
NAROVLIANSKIY, Oleksandr. "EDUCATIONAL TOURISM IN GREAT BRITAIN." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (December 29, 2023): 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.
Full textAbstract:
The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.
5
Androshchuk, Iryna, and Ihor Androshchuk. "Specificity of Students’ Technological Training in Finland and Great Britain." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 20–25. http://dx.doi.org/10.2478/rpp-2018-0036.
Full textAbstract:
Abstract The specificity of students’ technological training in Finland and Great Britain has been considered. It has been found that the state policy of foreign countries is aimed at providing students with professional knowledge, work skills and combining comprehensive and professional training. Specific attention has been paid to the subjects and courses in foreign countries, which are equivalent to the course on technological training. It has been indicated that establishing connections between school, industry and production is one of the important conditions for improving technological training. The specificity of students’ technological training in Finnish schools at different levels of education has been characterized. Indeed, the level of education defines the character of technological operations differentiation based on the materials of manufactured products; gradual introduction of professional and polytechnical optional and specialized courses, whose volume corresponds to regional conditions; organization of visits to production, agricultural and forestry enterprises; active participation of students in professional production, which contributes to acquiring practical experience in the chosen production area. It has been revealed that Finnish schools pay particular attention to the importance of proper facilities and resources and fully equipped workshops, namely joiner’s shops, locksmith shops, tailor’s shops, fully equipped teaching kitchens and canteens. It has been revealed that technological training of students in Great Britain is characterized by their active involvement into field experience; establishment of mini-enterprises based on comprehensive schools; centralization in solving the main objectives in the field of students’ technological training. It has been stated that the mini-enterprises in schools contribute to strengthening the relations between school and the labour market. The common form of students’ technological training is industrial placement and the main method is project-based learning.
6
O'Dowd, J. K., and J. D. Spencer. "An Audit of University Education in Trauma and Orthopaedic Surgery in Great Britain." Journal of the Royal Society of Medicine 85, no. 4 (April 1992): 211–13. http://dx.doi.org/10.1177/014107689208500411.
Full textAbstract:
An audit of undergraduate trauma and orthopaedic surgery teaching was carried out in 24 of the 27 medical schools in Great Britain and major differences were found between the medical schools. The range of time spent in teaching trauma and orthopaedic surgery for undergraduates varied from 3 weeks to 12 weeks and in five out of 27 medical schools trauma and orthopaedic surgery tuition was split between various years of the clinical curriculum. In some schools there were 30 students on a firm and in others only one. The opportunity for undergraduates to give feedback to their teachers, the use of objective assessment at the end of such an appointment by the teachers, varied between medical schools. To avoid some of these very basic differences between our medical schools, the teaching of clinical subjects to undergraduates in medicine should be reviewed nationally and minimum standards set.
7
Feidel-Mertz, Hildegard, and Andrea Hammel. "Integration and Formation of Identity: Exile Schools in Great Britain." Shofar: An Interdisciplinary Journal of Jewish Studies 23, no. 1 (2004): 71–84. http://dx.doi.org/10.1353/sho.2005.0010.
Full text
8
Postolenko, Iryna. "PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.
Full textAbstract:
The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county.
Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
9
Nos, Liubov, and Yuliana Tkachuk. "Professional teachers training in Great Britain." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 168–75. http://dx.doi.org/10.30970/vpe.2023.39.12043.
Full textAbstract:
The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is clearly structured. University lecturers and school staff are involved in its organisation. The role of mentors and the interaction of students with experienced teachers in the process of internships are highlighted. The main aspects of teacher training, such as the focus on the development of professional competences and the use of innovative approaches in the learning process, are considered. The factors influencing the quality of teacher training, in particular, the content of the curriculum, the role of technology in the educational process, the school environment and the process of professional adaptation of young teachers are studied. It is noted that an individual programme is developed for novice teachers at school. An approach to the evaluation of trainee teachers and their preparation for work is described. The structure of postgraduate education, which contributes to improving the professional competence of teachers, is characterized. Based on the analysis of recent studies, it is concluded that the teacher training system in the UK is characterised by innovative methods and the use of new and flexible technologies that introduce diversity and differentiation into the educational process. The importance of reforming teacher training in the context of changes in the modern educational paradigm is demonstrated. The results of the study contribute to a deeper understanding of the British experience of teacher training and may be useful for improving the system of professional training of teachers in higher pedagogical schools in Ukraine. Keywords: United Kingdom, teachers, school, students, professional training, educational process, higher education institution, pedagogical practice, professional activity.
10
Rocławska-Daniluk, Małgorzata, and Maciej Rataj. "Polish supplementary schools in Great Britain: a case study of the Polish School of Manchester." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 15/1 (December 18, 2018): 157–77. http://dx.doi.org/10.26881/bp.2018.1.08.
Full textAbstract:
The aim of this paper is to present and discuss the results of a small-scale pilot study of attitudes towards Polish and English conducted at a Polish supplementary school in Manchester, England. The intro-ductory part of the paper presents definitions of bilingualism and bilingual education as well as a variety of approaches and policies concerning bilingual education in the world. This is followed by some basic data on Polish immigrants living in the UK and Polish supplementary schools in the UK. The questionnaire used to elicit the data consists of two sets of questions: one concerns Polish and the other English. The questions and the answers elicited are discussed and compared, with the final concluding part focused on attitudes to Polish, which is the native language of the informants’ families.
11
Mokromenko, O. "The components of content of elementary education at three stages of elementary education development in Great Britain in the 19 th century." New Collegium 3, no. 105 (November 22, 2021): 59–64. http://dx.doi.org/10.30837/nc.2021.3.59.
Full textAbstract:
The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Special attention is given to elementary education content. The role of changing content at three stages of elementary education development has been defined according to social and political, cultural and pedagogical prerequisites. The content components of elementary education at three stages of elementary education development in Great Britain in the 19 th century have been analyzed. Lack of common, compulsory and legal content at first two stages has been proved. Dependence of elementary education content on the types of elementary education schools and pupils social classes of Great Britain of the 19 th century has been determined. General orientation of elementary education content at three stages of elementary education development has been identified. It is concluded that content of elementary education at three stages has its own characteristics. The main disciplines are Writing, Arithmetic, Reading Catechism and Craft. Secondary disciplines are the Sciences. Condensed character of elementary education at the first two stages has been denoted. Elementary education content was characterized by case studies on English, it was based on work education and teaching of writing, reading and arithmetic at the third stage. It was a lack of common curriculum in the elementary education schools at first two stages. One of the significant disadvantages of elementary education content at the first two stages is the prohibition of learning national languages at schools of Scotland and Wales. Elementary education content at the third stage has been expanded by compulsory curriculum in English writing, reading and arithmetic for all elementary education schools throughout the country. Sciences and Art disciplines have been introduced at the third stage. Compulsory religious education at the third stage has been prohibited for all elementary education schools. Content of elementary education at the third stage has been concretized by elementary education schools committees, Ministry of People Education and its commissions.
12
Mokromenko, O. "Examples from practice of the elementary education in Great Britain of the 19th century (R. Owen’s private initiative on people education)." New Collegium 1, no. 103 (March 30, 2021): 119–22. http://dx.doi.org/10.30837/nc.2021.1.119.
Full textAbstract:
The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen’s private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen’s philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark’s period in his education activity has been considered. The main trends of R.Owen’s education activity in the denoted period have been characterized. The goal of R.Owen’s public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen’s education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen’s education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen’s studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen’s education activity has received recognition in the elementary education development in Great Britain of the 19th century.
13
Volodymyr Fedorovych, CHERKASOV. "CONTENT OF EDUCATIONAL WORK IN INSTITUTIONS OF SECONDARY EDUCATION OF GREAT BRITAIN." Academis notes. Series: Pedagogical sciences 7 (April 26, 2024): 68–72. http://dx.doi.org/10.59694/ped_sciences.2024.07.068.
Full textAbstract:
The article substantiates the content of the organization of educational work in secondary education institutions of Great Britain based on the analysis of research by domestic and foreign scientists, the generalization of the work experience of state and private schools, the introduction of music classes, which positively affects the formation of the personality of the future citizen and defender of general cultural and national values. On the basis of a comparative analysis of the reform of secondary education institutions in Great Britain, we tried to identify psychological-pedagogical and moral-ethical problems of humanizing the educational process, the results of which were aimed at the formation of universal and national values in students. Based on the analysis of the scientific intelligence of British researchers, we were convinced that the reform of the content of educational work in Great Britain led to a shift in emphasis to internal centralization processes, which included the introduction of educational standards and programs of autonomous school management in Great Britain. At the same time, it should be recognized that educators and teachers also provide schoolchildren with leisure time and ensure that students lead a healthy lifestyle. In their free time from classes, school teachers organize excursions for children, organize various sports competitions and involve them in interest clubs. In most boarding houses, music programs have been developed, where children participate in vocal ensembles and learn to play musical instruments. Jazz ensembles, playing electronic musical instruments, and participation in solo singing groups are popular. Keywords: educational work, secondary education institutions, Great Britain.
14
Sharp, Heather. "Representing Australia's Involvement in the First World War." Journal of Educational Media, Memory, and Society 6, no. 1 (March 1, 2014): 1–23. http://dx.doi.org/10.3167/jemms.2014.060101.
Full textAbstract:
This article investigates discrepancies between narratives of national independence in public discourses surrounding the First World War and narratives of loyalty in school textbooks in Queensland, Australia. Five textbooks commonly used in schools from 1916 to 1936 are analyzed in order to ascertain how the First World War was represented to pupils via the history curriculum. This article argues that, although public discourses were in a state of flux, and often viewed Australia as a country that was becoming increasingly independent of its colonial ruler Great Britain, textbooks that maintained a static view continued to look to Great Britain as a context in which to teach national history to school pupils.
15
Katkova, S. "THE INSTITUTIONALIZATION OF THE NATIONAL PUBLIC RELATIONS INDUSTRY IN ITALY." East European Scientific Journal 5, no. 4(68) (May 14, 2021): 27–32. http://dx.doi.org/10.31618/essa.2782-1994.2021.5.68.32.
Full textAbstract:
The article notes the main characteristics for different schools of PR (such as schools of the USA, Great Britain, France and Germany), but it is devoted to a retrospective analysis of the institutionalization of the professional public relations industry in Italy in the 1950s-1980s. The formation and development of the professional PR-community is considered through the prism of socio-economic and political conditions in the country.
16
Kakizawa, Toshibumi, Graeme Douglas, Kunio Kagawa, and Heather Mason. "Students with Visual Impairments in Special and Mainstream Schools in Japan: A Survey." Journal of Visual Impairment & Blindness 94, no. 4 (April 2000): 218–28. http://dx.doi.org/10.1177/0145482x0009400404.
Full textAbstract:
This article reports on a 1995 survey of visually impaired students in Japan: 4,537 in special schools for visually impaired students and 233 in visual impairment units in mainstream schools. Although there appears to be a general decrease in the number of students with visual impairments in Japan, the proportion with additional disabilities is increasing. The findings for Japan are contrasted with those of similar studies in Great Britain.
17
Jawoniyi, Oduntan. "Fulfilling Article 29:1 of the United Nations Convention on the Rights of the Child—the Aims of Education—through Religious Education." Religion and Human Rights 9, no. 1 (March 14, 2014): 31–59. http://dx.doi.org/10.1163/18710328-12341263.
Full textAbstract:
Abstract This article examines whether or not the ubiquitous model of religious education (i.e., non-confessional multifaith religious education (re)) in state schools in Great Britain is capable of fulfilling the aims of education articulated in the United Nations Convention on the Rights of the Child (uncrc). It maintains that to the degree that this re model aims to promote critical, rational, and cognitive understanding of religion, it seeks to facilitate the development of children’s mental abilities. It also contends that to the extent that re curriculum contents mirror the theistic worldviews and non-theistic ideologies identified within its pluralistic social order, this curriculum subject aims to foster children’s development of respect for: human rights and fundamental freedoms; individual identity, affiliation, cultural diversity and pluralism; mutual understanding and peaceful coexistence; and, the natural environment. In these respects, re in state schools in Great Britain aspires to fulfil the educational aims enunciated in the uncrc.
18
Henrich, Eureka. "Ragged Schools in Sydney." Sydney Journal 4, no. 1 (October 21, 2013): 49–65. http://dx.doi.org/10.5130/sj.v4i1.2803.
Full textAbstract:
During the late nineteenth and early twentieth centuries Ragged Schools were a feature of many of Sydney’s overcrowded inner city suburbs. At their height over 500 children were taught across five Schools each day. This article charts the formation of the Ragged Schools in 1860, preceded by an overview of their precursors in Great Britain and a survey of the social and demographic changes in Sydney in the 1850s. It explores the relationships between teachers, scholars and their parents and probes at the slum stereotypes that affected the way the Ragged Schools were written about by middle-class philanthropists. Finally, the reasons for the disintegration of Sydney’s Ragged Schools in the 1920s are surmised and the article concludes with a reflection on how this part of Sydney’s history has been both remembered and forgotten.
19
Anan’ev, D. A. "The Study of the Pre-Revolutionary History of Siberia in Great Britain in the 20th – Early 21st Century: Institutional Aspect." Bulletin of Irkutsk State University. Series History 46 (2023): 93–100. http://dx.doi.org/10.26516/2222-9124.2023.46.93.
Full textAbstract:
The article analyzes the institutional aspect of the Siberian studies in Great Britain in the 20th–21st centuries. It is shown that the period under study was marked by the establishment of research centers for Russian and Siberian studies; publication of specialized periodical editions; organizing thematic conferences; creation of scientific schools and university courses on the history of Northern Asia etc.
20
Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (August 7, 2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.
Full textAbstract:
The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.
21
Elizabeth Metcalfe, Sharon. "Developing International Clinical Placements: Enhancing Student Awareness." POJ Nursing Practice & Research | Volume 1- Issue 4 – 2017 1, no. 4 (December 21, 2017): 1–7. http://dx.doi.org/10.32648/2577-9516/1/4/003.
Full textAbstract:
Throughout the globe, university schools of nursing have implemented foreign exchange excursions for nursing students to experience nursing care of a variety of patients from various cultures and ethnic backgrounds. There is a dearth of these clinical placements though that are focused upon developing student awareness of nursing placement leaders. This article describes the learning provided from clinical nursing mentors who guide the students in enhancing their awareness of cultural awareness, socialized and capitalistic healthcare, as well as the role of nursing leaders. This article’s purpose is to showcase an international program that has been in existence for eleven years that has combined the educational and clinical focus of two international university schools of nursing and two children’s hospitals that are located in a district in Great Britain, as well as the Southeastern United States. This program utilizes a special educational clinical placement method that has allowed both students from Great Britain and the Southeastern United States to select their clinical nursing mentor and specify the desired learning environment in both the hospital clinical and community environment. Both successes and challenges of the joint international clinical placement program are presented and the recommendations for other schools of nursing as well as clinical hospital agencies that desire to embark on developing a mutually satisfying clinical placement program. Key words: Clinical Placement, Clinical Nursing Mentor, Exchange Programs
22
Perlman Lorch, Marjorie. "A Late 19th-Century British Perspective on Modern Foreign Language Learning, Teaching, and Reform." Historiographia Linguistica 43, no. 1-2 (June 24, 2016): 175–208. http://dx.doi.org/10.1075/hl.43.1-2.06per.
Full textAbstract:
Summary The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.
23
Berladyn, Olha. "The Importance of British Teaching Experience (Late 20th – Early 21st Century) for Modern Training of Ukrainian Primary School Teachers in Rural Areas." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 81–86. http://dx.doi.org/10.1515/rpp-2017-0012.
Full textAbstract:
AbstractThe article deals with peculiarities of primary schools teachers’ professional training in the UK (late 20th – early 21st century) in terms of European integration, analyses development priorities, substantiates the possibilities to use the ideas of the British experience in the training of local primary schools teachers in rural areas. The ideas which have been determined as leading are: development of unified system of standards and teachers training in the context of general integrated requirements for its competence; teachers’ skills to manage their teaching and training activities; modernizing the content of professional training; ensuring continuity of professional training for primary school teachers and their close cooperation with universities, schools and local education system, etc. The results of theoretical research confirm that the development of primary schools in Great Britain has always being and remains a leading factor in the modernization of teacher training. Teacher Education in UK has considerable experience in combining traditional and modern innovation in the time of reforms in that sector, updating the organizational and semantic principles taking into account the European dimension of education. The experience of Great Britain as an active member of formation processes in common European education space, with a rich history, cultural traditions and innovative achievements in terms of professional training of primary school teachers will provide an opportunity to identify and use positive ideas to upgrade the pedagogical education in Ukraine and present its achievements in the European education space. The UK has implemented its own national approach to the modernization of primary school teachers’ professional training on the basis of common European integration processes and changes.
24
Pressey, Andrew. "A quiet revolution." Journal of Historical Research in Marketing 9, no. 4 (November 20, 2017): 511–34. http://dx.doi.org/10.1108/jhrm-05-2017-0018.
Full textAbstract:
Purpose The study aims examine the popular master narrative that marketing education in Britain first appeared in the 1960s and understand if its origins can in fact be traced to an earlier period. This is undertaken through an examination of the courses taught from 1902 to 1969 at the Faculty of Commerce, University of Birmingham, Great Britain. Design/methodology/approach The study draws on a number of primary source materials held at the archives at the Cadbury Research Library, University of Birmingham, that are related to the Faculty of Commerce. Findings The study identifies that marketing courses were being taught in Britain long before the 1960s by the new business schools; we can trace its origins to the beginning of the twentieth century at Birmingham. From 1902 onwards, marketing was consistently part of the syllabus of the undergraduate programme and it became part of the core syllabus of the post-graduate programme. Research limitations/implications The findings of the study require marketing education scholars and scholars of the emergence of marketing thought to revise their beliefs concerning the emergence of marketing education in Great Britain and situate this in an earlier period. Originality/value The paper demonstrates the historical value of studying early commerce syllabi and the manner in which marketing-themed content was delivered to students.
25
Haraschuk, K. "Importance of British Experience of Structural Reforming of the System of Secondary Education for Ukrainian Schooling." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 67–72. http://dx.doi.org/10.35433/pedagogy.3(89).2017.67-72.
Full textAbstract:
A large-scale reformation of Ukrainian schooling aimed at organizing modern educational process more efficiently and providing better services, thereby enhancing the competitiveness of each individual school and the education system as a whole, can benefit to a great extent from significant foreign experience.
The article focuses on notable productive restructuring of British secondary education, which resulted in the essential raising standards in this sphere of the last decades, and therefore can be of special interest for Ukrainian educators. An attempt is made to analyze general results of structural reforming of secondary education in Great Britain at the end of ХХ – the beginning of ХХІ century. The possibilities of their creative implementation in Ukrainian schooling are considered. The investigation presupposed the use of the following methods: generalization , analysis, synthesis, comparison and generalization in the process of education documents study; typological and component analysis methods to define the specific activity of innovative schools in Britain; method of scientific extrapolation to define the innovative potential of British reforms for further development of Ukrainian secondary education. One of the major factors of successful reforming of secondary education in Great Britain is the consistency of schooling policy during the chain of political cycles. The awareness of British statesmen of the necessity to follow the consistent continuity of reforming processes is pointed out. The analysis of practical results of British education reforms reveals a range of perspectives for Ukrainian schooling: extending diversification in secondary education, developing a more diverse spectrum of schools with equal access to education and social justice; practical implementing of personalized studying; extending innovative school network (a complex of educational establishments united by the common innovative idea and activity which is aimed at the increase of the teaching and educational process efficiency); considering networks as an effective way of innovative educational development management under the conditions of the decentralization processes; transforming schools into the centre of community life by means of extended educational and social services. Further research of the issue can be focused on the problems and results of implementing the policies of the DfE's White Paper 'Educational excellence everywhere'.
26
Chevelіuk, Marianna. "THE LANGUAGE EDUCATION IN PRIMARY SCHOOL IN GREAT BRITAIN AT THE BEGINNING OF THE SECOND HALF OF THE TWENTIETH CENTURY." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 246–49. http://dx.doi.org/10.36550/2415-7988-2020-1-191-246-249.
Full textAbstract:
In public schools, the English language has long been subordinated to the classics. The first schools for the poor focused on teaching children to read the Bible. Later, they aimed to teach them the minimum skills of reading, writing, and encryption that would suit them for modest and rewarding employment in the short term before they went to work. Spoken language plays a central role in learning. By talking to their children, parents help them find words to express their needs, feelings and experiences. With the help of language, children can turn their active reaction to the environment into a more accurate form and learn to manipulate it more economically and effectively. Schools tried to make speaking a separate subject, a conversation lesson, and a period of "news"; there were many schools where the day was played in games, accompanied by conversations between the teacher and the children, both individuals and groups, and sometimes the whole class. Traditionally, one of the first tasks of primary school was to teach children to read, because reading was the key to most learning and to the possibility of independent learning. In many primary schools, reading and writing were treated as an extension of spoken language. The children were introduced to reading the daily events and the atmosphere in the classroom. Notices of return home, letters to sick children, signs to return materials and tools to the proper place - all encouraged reading and writing. The children, together with the teachers, developed homemade books, which they then read individually or in small groups. These books helped them see the meaning of reading and understand the purpose of written writings. As for modern languages, for many years in primary schools there have been sporadic, individual and rather inconsistent attempts to teach children, almost always French. The age at which boys in independent preparatory schools started Latin and French showed that there were no fundamental difficulties in learning a second language, at least for some younger students. It was unknown whether a second language could be taught to all or most children. Typically, these experiments were dedicated to the most gifted children in the fourth year of primary school, and were conducted through the appearance among the staff of someone who was well "fluent" or "loved" the French language.
27
Adamyan, Elena I. "Hospital schools in Great Britain and the United States: educational goals and infrastructure under creation." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2 (2022): 59–71. http://dx.doi.org/10.31862/2218-8711-2022-2-59-71.
Full text
28
Korzh-Usenko, Larysa, Olena Sydorenko, and Marina Chykalova. "PECULIARITIES OF NON-STATE HIGHER SCHOOL DEVELOPMENT IN THE USA AND GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 42–49. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247519.
Full textAbstract:
In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain.On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research.The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries.There is a growing tendency to popularize and democratize higher education in the context of the implementation of “ideas of free higher education”, primarily due to the spread of the movement for “Enlargement of the University” in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented.
Keywords: development; non-state higher school; free university; free higher school; internationalization; globalization; massification; democratization; quality of educational services.
29
Iglesias Aparicio, Pilar. "Las Escuelas de Medicina de Mujeres de Nueva York y Londres. Estrategia de las pioneras para el acceso al estudio y práctica de la Medicina = New York and London Schools of Medicine for Women. A Pioneers Strategy to Access to the Study and Practice of Medicine." CIAN-Revista de Historia de las Universidades 22, no. 1 (June 7, 2019): 61. http://dx.doi.org/10.20318/cian.2019.4800.
Full textAbstract:
Resumen: Este artículo pretende aportar información sobre la creación de escuelas de medicina de mujeres, estrategia utilizada por éstas para lograr el acceso al estudio y ejercicio de la medicina oficial en Estados Unidos y Gran Bretaña en el siglo XIX, ante las numerosas dificultades halladas para acceder a diferentes escuelas y facultades de distintas universidades. Dificultades coincidentes con las encontradas por las primeras mujeres que intentaron acceder a la universidad en otros países y que en España no se eliminaron, al menos formalmente, hasta 1910.Palabras clave: pioneras de la medicina moderna, primeras mujeres médicas, historia de la medicina, historia del movimiento de mujeres, siglo XIX, Estados Unidos, Gran Bretaña.Abstract: The aim of this article is to provide information about the schools of medicine for women, founded by the pioneers in the USA and Great Britain during the second half of the XIXth century, as a strategy to study and practice official medicine, due to the multiple difficulties they found to access to the schools and faculties of different universities. The same difficulties which were found by the first women who tried to access university in other countries and which were not eliminated in Spain, at least formally, until 1910.Keywords: modern medicine pioneer women, first women doctors, history of medicine, women movement history, XIXth century, United States, Great Britain.
30
Mamadaliev, Abdikamal A. "FORMATION OF PROFESSIONAL SKILLS AND PROFESSIONAL INFORMATION TECHNOLOGIES IN STUDENTS OF GENERAL SECONDARY SCHOOLS." American Journal of Social Science and Education Innovations 6, no. 6 (June 1, 2024): 54–60. http://dx.doi.org/10.37547/tajssei/volume06issue06-11.
Full textAbstract:
In this article, today's general secondary education schools highlight the work carried out to determine the interests of students, guide them to the profession, the achieved results, the existing problems and the tasks to be performed. In the course of the research, the experiences of Great Britain and Russia were studied in determining students' interests and directing them to the profession. Based on the results of study and analysis, it was proposed to create a new electronic system suitable for Uzbekistan - "Individual diagnosis system". Systematic monitoring of determining students' interests and directing them to the profession is indicated through the system. The results that can be achieved when launching this platform are also fully specified.
31
Moore, P. G. "The supply of marine biological specimens (principally animals) for teaching and research in Great Britain from the nineteenth century until today." Archives of Natural History 39, no. 2 (October 2012): 281–301. http://dx.doi.org/10.3366/anh.2012.0095.
Full textAbstract:
The nineteenth-century growth of biology, particularly as developed in Germany, was focused initially on morphology and anatomy. In Britain, the growth of biology followed T. H. Huxley's principle of teaching the characters of certain plants and animals selected as types of vegetable and animal organization, which brought demands for marine specimens for dissection. The history of the provision of such material in Britain is investigated, particularly apropos of the Marine Station at Millport. Supplementary information is presented on the equally long-standing specimen trade at Plymouth and on two small commercial concerns that supplied marine specimens (from the Isle of Luing and Shoreham-by-Sea). The demise of the specimen-supply trade in Britain in recent decades has resulted from curriculum changes in schools and universities no longer requiring students to do dissections (relating also to Health and Safety concerns about formalin-preserved material); and biology departments that can often no longer, as a result of financial stringency, afford the “luxury” of supplying students with the range of practical experiences that previous generations once valued so highly. The concern among some students about the ethics, or religious strictures, surrounding dissection is acknowledged. The need for biological conservation is stressed, as too, the need for awareness of the risks posed by alien species introduced into foreign ecosystems via international trade in live marine organisms.
32
Adamyan, Elena I. "HOSPITAL SCHOOLS IN THE NATIONAL EDUCATIONAL SYSTEMS OF GREAT BRITAIN AND THE USA: INTRODUCING A STUDENT." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1 (2022): 51–59. http://dx.doi.org/10.31862/2218-8711-2022-1-51-59.
Full text
33
Adamyan, Elena I. "HOSPITAL SCHOOLS IN THE NATIONAL EDUCATIONAL SYSTEMS OF GREAT BRITAIN AND THE USA: INTRODUCING A STUDENT." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1 (2022): 51–59. http://dx.doi.org/10.31862/2218-8711-2022-1-51-59.
Full text
34
Rosner, Anna M. "Kindertransporty – brytyjskie akcje ratowania żydowskich dzieci w latach 1938–1939." Zagłada Żydów. Studia i Materiały, no. 12 (November 30, 2016): 141–68. http://dx.doi.org/10.32927/zzsim.412.
Full textAbstract:
The article talks about Kindertransports – the major rescue action organized by British-Jewish organizations, and run from the territory of Great Britain between 1938 and 1939. The Kindertransports aimed at gathering and sending to Great Britain Jewish children under the age of seventeen, in order to prevent them from witnessing, or being victims of the acts of violence in Nazi controlled Europe. Once in Great Britain, the children were supposed to spend several weeks with British families willing to give them shelter and support. Those for whom foster parents would not be found, were to be sent to boarding schools or temporary shelters. In the action’s planning phase the institutions involved considered the Kindertransports to be a temporary solution. As the situation of the Jewish population in Nazi controlled Europe worsened, it became clear that the character of the action needed to be revised, and the families were expected to guest the children for a longer and unspecified time. In the end approximately 10.000 Jewish children, who travelled to the Isles, were allowed to stay throughout the times of war. In 1945 it became clear that vast majority of them had no place or family to get back to. They stayed in Great Britain becoming an important and vital part of the British society, with British citizenships granted shortly after the end of the war. The article discusses the organization of the Kindertransport and talks about other solutions taken under consideration both by the program organizers, and the British government. It elaborates on the experiences the children shared, that is being separated from their families, feeling homesick, or finding oneself in the new environment. It explains the question of the lost identity of the participants of the program and speaks on how the subjects dealt with it. It also shows how the British legislature and laws connected to the Enemy Alien status together with the Defence Regulation 18B influenced lives of the underage survivors. The article ends with an attempt of estimation of what happened to the Kindertransport children after the war. How many of them remained in Great Britain and considered themselves British, how many shown high level of mobility and spend their lives changing their place of residence. In the end how many of them kept their self-identification as Jews, and how many converted.
35
Editorial. "Educational project Triumph on Bothe Sides of the Ocean To the 75th Anniversary of the Oscar’s awarding for the Soviet film." Journal of Flm Arts and Film Studies 9, no. 4 (December 15, 2017): 6. http://dx.doi.org/10.17816/vgik946-6.
Full textAbstract:
The 37th VGIK International Student Festival received a wide response. Representatives of 40 film schools from 35 countries participated in it, student films from Belgium, Spain, Ecuador, Argentina, the USA, Great Britain, Israel, Switzerland, Canada, Singapore, Mexico, France and other countries competed. A landmark event of the festival was the presentation of the extraordinary scientific and educational project Triumph on both sides of the ocean, dedicated to the 75th anniversary of the Soviet documentary film The rout of German troops near Moscow, filmed by directors L. Varlamov and I. Kopalin in 1942 .
36
Persky, Joseph. "AMERICAN POLITICAL ECONOMY AND THE COMMON SCHOOL MOVEMENT: 1820–1850." Journal of the History of Economic Thought 37, no. 2 (June 2015): 247–62. http://dx.doi.org/10.1017/s1053837215000073.
Full textAbstract:
Classical political economy in Great Britain was broadly supportive of education, but limited government’s role to modest assistance for charitable schools. The early classical economists in the United States, men like Thomas Cooper and Francis Wayland, in addition to supporting free trade, took this classical position with respect to education. But a more aggressive democratic claim was being advanced by the American common school movement and its supporters among Whig protectionists. The early economic tracts of William Jennison, Willard Phillips, Calvin Colton, and Henry Carey envisioned a larger role for government and advocated support for publicly financed common schools. Most notably, the leader of the common school movement, Horace Mann, built a defense for public financing based on a radical theory of property, derived from distinctly Puritan economic doctrine. If his radical positions received little support from post-Civil War mainstream economists, Mann’s practical advocacy of public taxation for public schools very much carried the day.
37
Lungu, E. V. "Constitutional Legal Relations Constructs in the Law of Germany, Great Britain and France." Lex Russica 76, no. 2 (March 2, 2023): 113–21. http://dx.doi.org/10.17803/1729-5920.2023.195.2.113-121.
Full textAbstract:
The science of constitutional law lacks universal theoretical approach to constitutional legal relations; each state independently determines the goals, object and subject of constitutional legal relations. At the same time, the same subjects in different conditions existing in different national legal systems can act as objects and subjects of legal relations. The constitutional legal relations constructs under consideration do not consider a nation as an equal participant in these legal relations. Their role in all of the presented constructs is limited both in terms of the circle of persons and the possibilities to enter into constitutional legal relations as a subject. It can be argued that, despite the difference in approaches to the object and subject composition of legal relations, in Germany, Great Britain and France, such legal relations between public authorities can exist only in a normally developing state (a state that is not under pressure from any crisis or epidemic).The author draws her conclusion based on an analysis of the basic constructs of legal relations, which in Russian legal science are usually referred to as constitutional legal relations. The author’s choice of constructs developed in Germany, Great Britain and France is due to the wide spread in the world of scientific views formed within the framework of the national scientific schools of these states, as well as the influence of the philosophy of law of Germany and France on the formation of constitutional legal relations in Russia.The author pays special attention to the prevalence of Karl Schmitt’s views on the formation of constitutional legal relations in Europe and North America in terms of intolerance of dissent, the assumption of constitutional dictatorship, the strengthening of executive power at the expense of the legislature.
38
Smith, John T. "The Priest and the Elementary School in the Second Half of the Nineteenth Century." Recusant History 25, no. 3 (May 2001): 530–42. http://dx.doi.org/10.1017/s003419320003034x.
Full textAbstract:
The Report of a Select Committee in 1835 gave the total of Catholic day schools in England as only 86, with the total for Scotland being 20. Catholic children had few opportunities for day school education. HMI Baptist Noel reported in 1840: ‘very few Protestant Dissenters and scarcely any Roman Catholics send their children to these [National] schools; which is little to be wondered at, since they conscientiously object to the repetition of the Church catechism, which is usually enforced upon all the scholars. Multitudes of Roman Catholic children, for whom some provision should be made, are consequently left in almost complete neglect, a prey to all the evils which follow profound ignorance and the want of early discipline.’ With the establishment of the lay dominated Catholic Institute of Great Britain in 1838 numbers rose to 236 in the following five years, although the number of children without Catholic schooling was still estimated to be 101,930. Lay control of Catholic schools diminished in the 1840s. In 1844, for example, Bishop George Brown of the Lancashire District in a Pastoral letter abolished all existing fund-raising for churches and schools and created his own district board which did not have a single lay member. The Catholic Poor School Committee was founded in 1847, with two laymen and eight clerics and the bishops requested that the Catholic Institute hand over all its educational monies to this new body and called for all future collections at parish level to be sent to it. Government grants were secured for Catholic schools for the first time in 1847. The great influx of Irish immigrants during the years of the potato famine (1845–8) increased the Catholic population and church leaders soon noted the great leakage among the poor. The only way to counteract this leakage was to educate the young under the care of the Church.
39
Dellas, Harris, and George S. Tavlas. "Retrospectives: On the Evolution of the Rules versus Discretion Debate in Monetary Policy." Journal of Economic Perspectives 36, no. 3 (August 1, 2022): 245–60. http://dx.doi.org/10.1257/jep.36.3.245.
Full textAbstract:
Episodes of macroeconomic upheaval associated with monetary policy failure have provided the stage for important debates on rules versus discretion. We discuss the main features, results, commonalities, and differences in the debates that emerged after three such episodes. The modern debate was born during the Great Inflation of the 1970s and focused on both rules versus discretion and the properties of alternative rules. The middle debate originated with Henry Simons and the Chicago School during the Great Depression in the 1930s and focuses on policy uncertainty. The earliest systematic debate involved the Currency and Banking Schools in Britain in the 1820s, but, in spite the views of many of its participants and doctrinal historians, it seems to have primarily been about the degree of activism under a single rule—that of the gold standard.
40
Thomson, Gerald. ""We Are Making Good under the Honor System": The Social Rehabilitation of Juvenile Males through Militarism, Moral Reform, and Enforced Work Routines at the British Columbia Boy's Industrial School, 1919–1934." Journal of the History of Childhood and Youth 17, no. 1 (January 2024): 41–59. http://dx.doi.org/10.1353/hcy.2024.a916839.
Full textAbstract:
Abstract: Industrial schools were the dominant mechanisms for the social rehabilitation of wayward juveniles in North America from the late nineteenth to mid-twentieth century. The research concerning such schools in shaping young lives is scattered within the historiography of youth. Girls were taught domestic skills and boys were trained in trades such as agriculture. Forced labor was not punishment but seen as moral uplift for troubled youth. This article studies the British Columbia Boy's Industrial School from 1919 to 1934 under David Blackwood Brankin, whose "honor system" combined discipline, strict work routines, regimented leisure, and a minimum of compulsory schooling. Brankin's court missionary work in Great Britain and military career shaped his vision of juvenile social rehabilitation until his retirement in 1934. His replacement was an educator trained in psychology and mental hygiene methods of youth reclamation.
41
Hnydiuk, O. P. "ORGANIZATIONAL AND PEDAGOGICAL BASES OF PROFESSIONAL AND PHYSICAL TRAINING OF OFFICERS OF THE ARMED FORCES OF GREAT BRITAIN." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 1 (June 22, 2022): 69–80. http://dx.doi.org/10.32755/sjeducation.2022.01.069.
Full textAbstract:
Given the transformation of Ukraine’s military education system, the experience of professional and physical training of officer personnel at military educational institutions in Great Britain is of particular interest. The aim of this article is to summarize the organizational and pedagogical foundations of the professional and physical training of British Armed Forces officers. The British Armed Forces are one of the largest armed forces in Europe; they are fully professional and voluntary. Although Britain’s national security concept includes an emphasis on countering the new threats of the information age, physical training of officers in military education institutions is a priority. It has been established that the United Kingdom has accumulated innovative experience that can be used to develop a system of continuous physical training of border guard officers. In particular, physical training of officers in British military education institutions remains a priority. Physical training programs for officers of the British Armed Forces include general gymnastics, athletics, swimming, soccer, boxing, and judo. In addition, in ground units designed for direct participation in combat operations, physical training programs are supplemented by overcoming obstacles and learning hand-to-hand combat techniques. A compulsory element is the so-called adventure course, covering a set of techniques and actions for moving on difficult terrain, overcoming natural and artificial obstacles in the conditions of tactical tasks. Physical training of future police officers in training centers is practice-oriented. This is a short and medium-distance running, the ability to use special techniques when detaining suspicious persons, etc. Key words: physical training system, officers, military schools and colleges, military education, British Armed Forces, sports.
42
ZAZULIN, A. G. "EVALUATION OF RED CURRANT VARIETIES FOR ECONOMICCALY VALUABLE FEATURES." Fruit-Growing 34 (August 8, 2022): 95–101. http://dx.doi.org/10.47612/0134-9759-2022-34-95-101.
Full textAbstract:
Varieties of red currant of various genetic as well as ecological and geographical origin from breeding schools in Russia, Belarus, Great Britain, Germany, Latvia, the Netherlands, Slovakia, and Ukraine were studied in the conditions found in Belarus. Varieties with a long raceme and the largest number of berries in a raceme that are Blanca, Dana, Nenaglyadnaya, as well as large-fruited varieties that are Jonker van Tets, Rondom have been determined. Varieties characterized by a high degree of fruiting and resistance to gall aphids have been identified. According to a complex of economically valuable traits, the following are recommended for breeding: Blanca, Bayana, Jonker van Tets, Rondom.
43
Smith, A. J., and J. B. Thomas. "A Survey of Psychological Support for Children with Emotional and Behavioural Difficulties in Special Schools in Great Britain." Educational Psychology 13, no. 2 (January 1993): 119–31. http://dx.doi.org/10.1080/0144341930130203.
Full text
44
Burger, Kaspar. "Entanglement and transnational transfer in the history of infant schools in Great Britain andsalles d’asilein France, 1816–1881." History of Education 43, no. 3 (March 18, 2014): 304–33. http://dx.doi.org/10.1080/0046760x.2014.888486.
Full text
45
Fomichev, N. G., E. A. Ramikh, L. G. Kuznetsova, and M. I. Kiskevich. "All-Ressian Scientific Practical Conference «Problems of Spine and Spine Cord Surgery»." N.N. Priorov Journal of Traumatology and Orthopedics 3, no. 4 (December 15, 1996): 70. http://dx.doi.org/10.17816/vto103976.
Full textAbstract:
The conference held in April 2-4, 1996 in Novosibirsk was dedicated to the 50-year Anniversary of Novosibirsk SRIST, the 75-year Anniversary of the Honored Scientist of Russian Federation, Professor Ya.L. Tsivyan, the 80-year Anniversary of the Honored Scientist of Russian Federation, Professor K.I. Kharitonova. The conference was attended by 163 delegates representing various scientific branches and schools from many cities of the Russian Federation (including leading specialists from Moscow and St. Petersburg) and from near and far abroad countries. The participation in the conference of guests from the USA, Great Britain, Belgium, Austria, and Bulgaria testified to the importance of the problems under consideration; the speeches of foreign specialists aroused interest and lively discussion.
46
Leleka, Vitaliі, Iryna Zabiiaka, Olha Tsviakh, Tetiana Grubi, and Oksana Vytrykhovska. "Innovative approaches to teaching students in the modern educational information environment in the USA and Great Britain." Revista Amazonia Investiga 11, no. 60 (December 30, 2022): 156–66. http://dx.doi.org/10.34069/ai/2022.60.12.17.
Full textAbstract:
The trend of development of priorities in education and training of students, secondary and higher schools in the USA and Great Britain in retrospect (XIX – early XXI centuries) is clarified. In particular, classical education is briefly described, which had a reproductive character and considered the student as a passive object of learning, which must be filled with knowledge in accordance with certain programs and methods. Classical education was represented by the following approaches: secular, theological, biographical, introspectionist, logical and methodological. American scientists noted that traditional types of Education (classical education and non-classical education) are based on the causal mechanism of the development of thought, the basis of their thinking is considered either the object of learning (classical education) or the subject of learning (non-classical education). Postnonclassical Education combines the positive aspects of traditional education in a single syzygy process of educational activity, which means constant interchangeability, on the one hand, of those who study and on the other – of those who teach. The implementation of postnonclassical education is characterized by the following modern approaches: competence-based, continuous professional improvement of teachers, situational, cultural, systematic, interdisciplinary, axiological, synergetic.
47
Борисенко, Ірина Василівна, Оксана Павлівна Биконя, Ольга Олександрівна Рембач, Лариса Петрівна Шумна, Олександр Іванович Олійник, and Вікторія Олександрівна Аніщенко. "EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND." Information Technologies and Learning Tools 75, no. 1 (February 24, 2020): 42–55. http://dx.doi.org/10.33407/itlt.v75i1.3151.
Full textAbstract:
The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation.
The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage.
Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.
48
Kendell, R. E. "The future of psychiatric research in Britain." Psychiatry and Psychobiology 2, no. 2 (1987): 123–27. http://dx.doi.org/10.1017/s0767399x00000766.
Full textAbstract:
SummaryThe prospect for psychiatric research in Britain is bleak. The U.K. government reduced its funding of British Universities by about 10 % between 1980 and 1983 and is now imposing further reductions of about 2 % a year for the foreseeable future. Funding of the Research Councils is also being reduced at a similar rate. As a result many academic and technical posts in our medical schools have already been lost or “frozen” and many more seem destined to disappear before the end of the decade. Although charitable bodies like the Wellcome Foundation are attempting to provide additional funds to offset the damage serious harm is being done to British medical research, and to British science in general.Psychiatric research suffers along with everything else. For the past generation our strength and our most important achievements have been in social psychiatry. Very few departments have the laboratories or the expertise to mount fundamental biological research and in the present financial climate they have little hope of acquiring this capacity. The Medical Research Council spends its shrinking funds as wisely as it can and there is still a great deal of expertise in our university departments and MRC units, but our capacity to compete with the United States is waning fast. We will do our best to continue to do research which is well designed, innovative and useful. But unless our financial predicament changes we will be responsible for a decreasing proportion of the most important and influential studies, particularly in the biological sphere in which the major developments of the next decade are likely to come.
49
Voznyuk, Viktoriya. "The role of local educational authority in the provision of additional social services by extended schools of Great Britain." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 114 (May 2014): 30–36. http://dx.doi.org/10.5930/issn.1994-4683.2014.05.111.p30-36.
Full text
50
Matthews, Anne, Michael Nelson, Asha Kaur, Mike Rayner, Paul Kelly, and Gill Cowburn. "Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending." Public Health Nutrition 14, no. 8 (March 23, 2011): 1394–402. http://dx.doi.org/10.1017/s136898001000371x.
Full textAbstract:
AbstractObjectiveObesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data.DesignA longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006–2007 (pre-legislation), 2007–2008 and 2008–2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation.SettingEnglish secondary schools.SubjectsA representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research.ResultsSchool vending seems to have moved towards compliance with the new standards – now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a ‘whole-school’ approach appeared the most successful in implementing the new standards.ConclusionsGovernment legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.