Relevant bibliographies by topics / Walden School

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Academic literature on the topic 'Walden School'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Walden School"

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Jalalpourroodsari, Mahshad. "Conceptual Dissonance between Thoreau's and Wordsworth's View on Nature and Imagination." Khazar Journal of Humanities and Social Sciences 16, no. 3 (October 2013): 5–11. http://dx.doi.org/10.5782/2223-2621.2013.16.3.5.

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Henry David Thoreau (1817-1862) and William Wordsworth (1770-1850) belong to two different sects. The former is a Transcendentalist or a member of American Romanticism with its unifying account of self and nature, and the latter is an English Romantic poet belonging to a group of poets called the "lake School [or] the lakers" (Ruston 90-91) who were involved in the appreciation of and dissolution in their natural surroundings. Despite the fact that these two figures have much in common, there are points and junctures where they diverge in their perspectives towards the essential grounds of their parallel philosophies. Through having a look at Thoreau's Walden and Wordsworth's Tintern Abbey, this paper would attempt to present a broad account of the major aspects in which their literary ideas and points of views approach or diverge in regards to nature and imagination.
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FENDER, STEPHEN. "Review Essay The Environmental Imagination: Walden and its Readers." Journal of American Studies 31, no. 2 (August 1997): 313–19. http://dx.doi.org/10.1017/s0021875896005592.

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Laurence Buell, The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture (Cambridge, Mass.: Harvard University Press, 1995, £27.95). Pp. 586. ISBN 0 674 25861 4.In an MLA survey conducted in 1991 American professors proclaimed Walden the single most important work to teach in the country's nineteenth-century literature. Walden got 45% of the vote, as against 34% for The Scarlet Letter and 29% for Moby Dick. And, as Professor Buell reminds the readers of this wide-ranging, scholarly, and beautifully written book, Walden has always had a popular readership to match its early incorporation into the canon of American classics as studied in schools and universities. And there is hardly an American special-interest group – from nudists and whole-earthers, through civil-rights marchers, John-Birchers and survivalist cults – that has not claimed Thoreau at one time or another as its patron saint. The Unabomber is said to have been a particularly avid reader. Above all, it has been an inspiration to ecologists and environmentalists, starting with the pioneer of conservation legislation, John Muir.
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Standish, Paul. "Uncommon Schools: Stanley Cavell and the Teaching of Walden." Studies in Philosophy and Education 25, no. 1-2 (March 2006): 145–57. http://dx.doi.org/10.1007/s11217-006-0011-2.

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Walden, Keith. "Whose Method? Culture, Commerce, and American Performer Training." New Theatre Quarterly 19, no. 4 (October 8, 2003): 318–25. http://dx.doi.org/10.1017/s0266464x03000216.

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The rapid acceptance in America of Stanislavsky's approach to actor training is often presented as an unexpected and unaccountable imposition of foreign culture. But Keith Walden argues that, while the ‘method’ may have been an innovation in acting schools, its goals and techniques were already familiar in other spheres of American life – particularly in the voluminous advice literature directed at salespeople. The similarities are not surprising, since both attempts to shape performances were inspired by the erosion of older notions of coherent, stable selfhood. Though the cultural purposes of acting and selling remained sharply different, the transgressive potential of modern theatre was dependent on a widespread belief that the roles required in ordinary work should be competently enacted. Keith Walden is a member of the History Department at Trent University in Peterborough, Ontario. He is a former editor of the Canadian Historical Review and author of Becoming Modern in Toronto: the Industrial Exhibition and the Shaping of a Late-Victorian Culture.
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Diers, Donna. "Before Hospice: Florence Wald at the Yale School of Nursing." Illness, Crisis & Loss 17, no. 4 (October 2009): 299–312. http://dx.doi.org/10.2190/il.17.4.c.

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Analysis of Florence Schorske's Wald's professional work at the Yale School of Nursing before she brought hospice to the United States shows the same value-based dedication to innovation that later characterized her work in death and dying.
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Sujidin, Sujidin, Nurachman Hanafi, and Nuriadi Nuriadi. "The Designing Syllabus in Teaching Writing Narrative Text Putri Mandalika at MA Central Lombok." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (May 10, 2019): 371. http://dx.doi.org/10.18415/ijmmu.v6i2.681.

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Talking about syllabus, each school must have got it based its subject matter. It is generally translated from the curriculum each school unit own. Type of the syllabus each school unit chooses depends on the learning approach it uses. English learning approach used at MA level in the context of School-based. Relating to what Fraenkel and Wallen state of steps in a qualitative research, the researcher identified the phenomenon to be investigated and it was the need of syllabus for the teaching narrative text Putri Mandalika folklore. The researcher collected data through observation, field notes, literature study, interview, and questionnaire. The researcher then analyzes the data and he then formulates the product as the implementation of his interpretation and conclusion of the data. Syllabus is inseparable from language teaching program. It is required not only by the teachers but also the students. For the teachers, a syllabus (i) serves as a guide to select or create appropriate learning materials for their student; (ii) provides a planning and communication tool with which to set realistic expectation for teachers and their students; (iii) organizes their thoughts and their approach to the subject; and (iv) helps them and their students to stay focused on the course objectives and exit outcomes
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Prastya, Dicky, and Winda Maharani. "EFFECTIVENESS OF THE USE OF MAP MEDIA AGAINST SPATIAL LITERACY OF CLASS V ELEMENTARY SCHOOL STUDENTS IN SOCIAL STUDIES (IPS) LEARNING." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 2, no. 2 (December 2, 2018): 01–04. http://dx.doi.org/10.33751/jhss.v2i2.900.

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This research is motivated by the lack of utilization of the media in conducting learning related to space, making spatial literacy of students less explored. In addition, students tend to be more passive and bored quickly when the teacher in delivering learning comes only from the student's textbook. The lack of understanding of students' spatial literacy, in the end causes students to be less careful in making decisions and also solving spatial problems that occur in everyday life. This research was conducted related to the effectiveness of media maps in social studies learning in class V students of elementary schools in Metro City. The purpose of this study was to provide an understanding of students' spatial literacy, especially in material related to space in social studies subjects. The type of this study is quasi-experimental research using the design of nonequivalent groups pre test-post test from Fraenkel and Wallen. The design of nonequivalent groups pre test - post test was started by setting the experimental group and the control group, then doing the pre test, followed by giving treatment to the two classes and ending with a post test. The subjects in this study were fifth grade elementary school students in Metro City. Data collection techniques in the form of tests. The research instrument is a spatial literacy test sheet. Data were analyzed using normality test and Mann Whitney test. The results of this study indicate that the effectiveness of using media maps in social studies learning can provide an understanding of spatial literacy of fifth grade elementary school students in Metro City. This can be seen from the increase in the correct number of each indicator of spatial literacy that is given in the form of determining the location, identifying spatial orientation, determining the closest distance and identifying objects through symbols on the map. The results of this study can be a suggestion for teachers and schools to continue to facilitate social studies learning with appropriate media, especially media maps for material related to space, so as to provide students with more understanding of spatial literacy. Keywords: media map, spatial literacy, elementary students
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Nikolic, Ljubica. "Du schon wieder? Das Soziale-Orte-Konzept für mehr soziale Redundanz und gesellschaftlichen Zusammenhalt." Sozialer Fortschritt 68, no. 8-9 (August 1, 2019): 629–47. http://dx.doi.org/10.3790/sfo.68.8-9.629.

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Zusammenfassung Viele Gemeinden verlieren durch Infrastrukturabbau ihre kommunikative Mitte. Gasthäuser, Einzelhandelsgeschäfte, Schulen, Verwaltungsgebäude, die als Orte sozialer Redundanz die Basis für den Aufbau persönlicher Beziehungen und damit von Unterstützungsnetzwerken bilden, verschwinden. Wird dies nicht durch neue, innovative, nachhaltig aufgestellte Angebote kompensiert – die aus dem Zusammenspiel von Kommunalverwaltung, Zivilgesellschaft sowie privater und kommunaler Unternehmen entstehen – ist die soziale Kohäsion gefährdet. Der Artikel stellt das BMBF-Projekt „Das Soziale-Orte-Konzept. Neue Infrastrukturen für gesellschaftlichen Zusammenhalt“ der Georg-August-Universität Göttingen und des SOFI e. V. Göttingen vor, sowie erste Ergebnisse (Projektlaufzeit 2017–2020) aus einer der Erhebungsregionen Waldeck-Frankenberg (Hessen). Abstract: You again? The Social-Places-Concept for More Social Redundancy and Cohesion Many communities are losing their communication centers due to infrastructure reduction. Pubs, retail shops, schools, administration buildings disappear, which as places of social redundancy form the basis for the establishment of personal relationships and thus of support networks. If this is not compensated by new, innovative, sustainable offers – arising from the cooperation of local government, civil society as well as private and municipal companies – social cohesion is endangered. This article presents the BMBF project “The Social-­Places-Concept. New infrastructure for social cohesion” from the Georg-August-University of Göttingen and SOFI e. V. Göttingen, such as initial results (project duration 2017–2020) from one of the survey regions Waldeck-Fran­kenberg (Hesse).
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Kusriandi, Wendi, and Tiara Putri Kusuma. "The Implementation of Reciprocal Method towards the Students' Reading Comprehension at the Second Grade of Junior High School." Academic Journal Perspective : Education, Language, and Literature 1, no. 2 (November 14, 2018): 145. http://dx.doi.org/10.33603/perspective.v1i2.1622.

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The background of this research was based on problems that faced by students in reading class.The use of Reciprocal Method can be used as a teaching method to help teacher in teaching learning, especially in teaching reading comprehension. The study is aimed at responding the following question: 1) How is the implementation of reciprocal method in teaching reading comprehension?, 2)Is reciprocal method effective for students in learning reading comprehension. This research was conducted by using quasi experimental method.The method of the research was quantitative and qualitative. Data were obtained by giving test to the students of second grade (VIII C as experimental Group and VIII E as control group). The instruments that were used to collect data were pre-test and post-test as main instrument and questionnaire as second instrument. The test was used to know students' ability in reading comprehension before and after the teacher implementing Reciprocal Method. Questionnaire was used to know students' perception during teaching learning process. The data for this experimental study were students' reading pre-test post-test scores and students' activites results, and the reading scores were analyzed with Fraenkle and Wallen formula. The result of t is 6,6 t is 1,997 for α = 5%. So the account table conclusion is t is higher than t (t > t ). The research found that the reading account table account table scores of the experimental group is higher than the control group and it is also supported by the students' perception.Furthermore, the students' perception results indicate that there were positive responses towards the use of Reciprocal Method in teaching reading. It was effective both in arousing students' motivation and in improving their reading comprehension. From the results, using Reciprocal Method in teaching reading comprehension was expected to be a new contribution for helping teacher to conduct an effective and interesting learning in the classroom.
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Cullerne Bown, William. "Killing Kaplanism: Flawed methodologies, the standard of proof and modernity." International Journal of Evidence & Proof 23, no. 3 (October 8, 2018): 229–54. http://dx.doi.org/10.1177/1365712718798387.

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Attempts to establish a quantitative framework for policy-making in the criminal justice system in recent decades have coalesced around the problem of the standard of proof and Kaplan’s influential 1968 paper. The central thread of work continues to use an equation he put forward while abandoning some of his foundational assumptions, an approach I call ‘Kaplanism’. Despite a growing awareness of deficiencies, elements of this school of thought, such as the parsing of concerns into the two categories of ‘error reduction’ and ‘error distribution’, have entered the general jurisprudential discourse. Here I launch a methodological attack and claim to kill this approach. This allows me to refute Laudan and other ‘consequentialist’ approaches to the standard identified by Walen, Walen’s own approach and an important part of Stein’s underpinnings. The same tools allow me to also refute Laudan’s earlier m/n meta-epistemology, Lippke’s ‘adage’, Stewart’s formalisation of Dworkin, Dahlman’s Bayesian work and (at least in criminal law) Kaplow’s law and economics approach. I also refute Hamer’s ‘conventional rationale’ for the current standard, Lillquist’s approach to the same and what Epps reports as ‘the Blackstone principle’. The law is left with no epistemic basis for policies, which, I argue, leaves it struggling for public trust in the modern era.
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Dissertations / Theses on the topic "Walden School"

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Nyman, Jon. "Nature and Culture: Teaching Environmental Awareness Through Literature." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25701.

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Syftet med denna uppsats är att undersöka och tolka relationen mellan koncepten natur och kultur, så som de är hanterade i Henry David Thoreau’s Walden; or. Life in the Woods (1854) och Into the Wild (1996) av Jon Krakauer, med hjälp av en ekokritisk analys. Båda dessa böcker är baserade på verkliga händelser och upplevelser, och handlar om två individer som valde att lämna samhället bakom sig för att i stället leva ett enkelt liv i naturen. Några av motiven de hade för att göra detta innefattar ett missnöje med samhällena i vilka de levde, en längtan efter extraordinära upplevelser, och en önskan att hitta medel att förbättra jaget. Jag kommer föreslå att de båda huvudkaraktärerna delar åsikter och tankar om naturen och dess relation till deras respektive kulturer. Vidare kommer jag föreslå att några av dessa åsikter och tankar kan och bör implementeras i det svenska skolväsendet i syfte att åstadkomma en mer hållbar syn på naturen och dess relation till kultur och samhälle. Jag kommer föreslå en möjlig metod för att genomföra detta, vilken är inspirerad av Greg Garrard’s lektionsplan ”Three Hours to Save the Planet!”, som finns inkluderad i The Handbook of Sustainability Literacy: skills for a changing world (ed. Arran Stibbe, 2009).
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Corish, Sylvia, and n/a. "The excellent principal - what do students think? : Perceptions of selected senior primary school students about the role of the principal in three New South Wales public primary schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060629.160710.

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The research outlined in this thesis explores the issue of the effective principal through the perceptions of a sample of senior primary aged school students. The study originated due to a concern that too much of the current literature concerning effective schools and effective principals relies on the views of significant adults. Given that students are the focus of the school's and principal's energy it is difficult to understand why their views have not been sought more frequently. This study was initiated and conducted in an effort to determine what is was that students expected of the effective principal. The research is based on content analysis of the written responses from a sample of one hundred and ninety five senior primary aged school students aged between ten and twelve years from an education district in an education region of the New South Wales Public School System and in addition one to one interviews with a group of thirty students. The analysis resulted in the development of two sets of descriptors. One set of descriptors outline the fourteen most significant Behaviour Descriptors of the effective principal as perceived by the senior primary aged students surveyed while the other set outlines the eleven most significant Quality Descriptors of the effective principal. These two sets of descriptors of the effective principal have much support in the effective schools research. One area notably different however is the emphasis given by the students to the need for the principal to develop positive, warm and caring relationships with each student in the school. Although students were realistic in their understanding of what this implied they were adamant and consistent in their desire for such a relationship in order that the principal be deemed effective. The results of the study provide specific, clear, unambiguous descriptions of behaviours and qualities expected of the effective principal by the students surveyed. The descriptors are presented in a manner useful to practitioners.
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.

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Repetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.

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Throughout the 1980s, there was a trend in Australia towards increased participation rates in post-compulsory education. This study examines factors that influence Year 12 retention rates in four Government secondary schools within the Wollongong Sub-Region. Factors that were thought to influence students to continue to Year 12 and sit for the New South Wales Higher School Certificate Examination included those related to Gender, Socio-economic (relating to occupation of parents, government financial assistance, and language background), Educational and Career. The study involved surveying over 400 Year 10 students in four schools by questionnaires. These schools were chosen for their geographical location and to include two schools with a history of high retention rates and two schools with low retention rates. The questions in the survey were incorporated with a larger survey conducted in 1989 by the Faculty of Education at the University of Wollongong under the coordination of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers advice and industry attitudes towards female students in non-traditional study and work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after seeking recommendations from students, teachers and the NSW Department of School Education Research Group, the survey was administered in 1989. The study used descriptive research methodology, and Chi-square analysis was used to establish significance levels in the data. With regard to gender, the data clearly demonstrated that female students were more inclined than male students to stay on to Year 12, and have positive reasons for their decision. Concerning Socio-Economic factors, the results of this study showed that students whose parents have a professional background are more likely to stay on to Year 12. In addition, the achievement of the Higher School Certificate as a preIV requisite for further study was a strong motivating factor for students staying on to Year 12. However, students in receipt of Austudy did not appear to relate in a statistically significant manner with any of the factors that influence the student to stay on to Year 12. As well, no statistical inference could be drawn from intention to sit for the HSC and the language most used at home by parents. With regard to educational factors, the responses from each of the four schools surveyed showed a high percentage (82 to 85%) of students intending to stay on to Year 12 and sit for the HSC examination. None of these schools had an appreciably higher proportion of students intending to sit the HSC exam. However, it was found that students from one particular school were more likely to undertake further study and students from this school had a high percentage of both parents with a professional occupation than any other school. The findings relating to career factors showed that students who have a professional career in mind are more likely to proceed to Year 12. It was also found that students who had school work experience in a professional occupation were more likely to proceed to Year 12. The study relates the survey findings to the research literature in Australia, and also includes a discussion of the limitations of the survey.
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Saltmarsh, Sue. "Complicit institutions representation, consumption and the production of school violence /." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/47477.

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Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004.
Bibliography: leaves 310-325.
Introduction -- School violence: a brief overview -- What's in a name?: constructing an institutional identity in an educational market -- The discipline of gentlemen -- Parent consumers: tactical manoeuvres and institutional strategies -- Making the papers: Trinity in the news -- Games of truth: "everyone has their spin" -- Conclusions.
This study integrates sociological theories of social class with poststructuralist theories of subjectivity, representation and consumption, to consider the complex ways in which the representational practices of institutions and individuals are implicated in the production of violence in schools. This work draws particularly on a case study of incidents of sexual violence which occurred at an elite private school in Sydney during 2000, in which four students were charged with a range of offences committed against younger peers over a period of months. The assault incidents received widespread media coverage and sparked intense public debate, in response to which a media strategies consultant was engaged by the school to liaise with members of the press. This study demonstrates the extent to which the interrelationships between systems of signification (in particular, written and visual texts) and other social systems, (for example, families, schools, and political economy) function in the constitution of subjectivities and the production of meaning, and takes as its focus the interrelationship and functioning of texts, discursive practices and social practices which pertain specifically to the assault incidents described above. Data are derived from a range of sources and genres, including promotional materials, personal and general correspondence, media reports, and interviews, necessitating a variety of qualitative analytic methods. Informed by critical post-structuralist theory, in particular the work of Bourdieu, Foucault, and de Certeau, this work considers questions pertaining to the operation of power within social institutions, with particular emphasis on the constitutive function of discourse. The analysis extends current conceptualisations of school violence through a post-structuralist interrogation of, and linking of violence to, educational consumption, which has predominantly been theorised according to sociological or economic models. The argument is made that the market ideologies which pervade contemporary social and educative practice, together with the representational practices and disciplinary regimes of schools, function in the constitution of social subjects who occupy multiple ambiguous subject positions in the patriarchal hierarchies which characterise the power relations and institutions under consideration, thus implicating institutions in the production of violence.
Mode of access: World Wide Web.
vii, 325 leaves
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Simons-Jones, David Hamilton. "Who Owns O. Perry Walker High School?: A Case Study of Contested Ownership and Survival in the New Orleans Public Schools after Hurricane Katrina." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/375.

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This ethnographic case study examines O. Perry Walker, a New Orleans high school the state of Louisiana had previously labeled "failing," during its closure from August 29, 2005 until December 14, 2005, due to the evacuation of New Orleans from Hurricane Katrina. This unprecedented evacuation of a major city closed the school, making its reopening the battleground for diverse actors seeking to shape the future of the school and the school system. This research includes interviews with the stakeholders who worked to control, reopen and reform this urban school: teachers, school administrators, elected officials, the California National Guard and staff with a private "turnaround" company, Alvarez and Marsal. It concerns the management of schools facing multiple disasters. The conversion of Walker from a traditional public school to a charter school provides insights into so-called urban school reforms, including ownership, privatization and control of public schools for numerous contentious stakeholders.
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Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.

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The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception. Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account. The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms. Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
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Millar, Nance Marie School of Sociology &amp Anthropology UNSW. "???Through the looking glass ?????? from comfort and conformity to challenge and collaboration: changing parent involvement in the catholic education of their children through the twentieth century." Awarded by:University of New South Wales. School of Sociology and Anthropology, 2006. http://handle.unsw.edu.au/1959.4/32262.

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This sociological investigation examines the changing role of parents in the education of their children in Catholic schools in New South Wales over the twentieth century. Catholic Church documents specifically state primary parental responsibility for their children???s religious education. Catholic schools were established to inculcate faith, and assist parents??? role. This thesis asks, to what extent that role has been realised? It unravels the processes that determined and defined the changing role of Catholic parents during this period, and identifies significant shifts in institutional thinking and practices related to parents and resultant shifts in cultural and social perceptions. After half a century of conformity and comfort, a significant era followed as the Australian Church responded to challenges, including financial crisis for Catholic schools, reform in the Australian education system, and the impact of the Second Vatican Council. Cohorts from three generations were selected. Interviews and focus groups elicited memories that were recorded and analysed, in terms of the integral questions; the role and involvement of parents in Catholic schools. Participants recalled their own childhood in Catholic schools and, where applicable, as parents educating their own children, or as religious teachers. The analysis was theoretically informed by the work of Durkheim, Greeley, Coleman and Bourdieu. A review of Church documents and commentaries through the twentieth century, bearing on the education of children, showed the official Church position. Despite numerous rhetorical statements issued by Catholic authorities, emphasising the role of parents as ???primary educators???, the practical responses ranged from active encouragement to dismissal. Teachers in Catholic schools and related bureaucracies were, seemingly, reluctant to initiate a more inclusive partnership role. Gradually, and in a piecemeal fashion, the Catholic Church and its schools have been responding to growing parental consciousness of their role and responsibilities. A significant shift was signalled by the New South Wales Bishops in establishing the Council of Catholic School Parents, to be supported by a full-time, salaried Executive Officer, in 2003. But any accommodation to new understandings of parent/teacher, or family/school relation is complex and not to be oversimplified as a simple sharing, or ceding of authority.
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Pannuti, Daniela Viana. "As relações de semelhança e a experiência do sentido no universo escolar." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-12082015-152401/.

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As relações de semelhança estão por toda parte, elas surgem inesperadamente, participam de nossas vidas e nos determinam sem que tenhamos, muitas vezes, consciência ou controle sobre elas. São acontecimentos potentes, de criação e engendramento de mundos. Esta pesquisa buscou investigar e dar visibilidade às relações de semelhança emergentes em diversas situações do cotidiano escolar envolvendo estudantes, professores, professores-estudantes e outros participantes de um campo amplo e dinâmico. O estudo das semelhanças se inspira em Walter Benjamin cuja obra evidencia a importância da experiência e da mímesis como parte do processo de constituição do sujeito e acesso à cultura. A faculdade mimética possibilita o reconhecimento e a produção de relações de semelhança e, ao nos abrirmos a tais relações no universo escolar, criam-se oportunidades de transformação, trazendo vida e invenção a este espaço. Empreendeu-se o estudo da mimesis, dos tempos e dos habitantes do universo escolar sob o enfoque da percepção de semelhanças. Com o intuito de acolher o caráter inventivo e inesperado de tais processos, optou-se pela cartografia, método inspirado em Deleuze e Guatarri que se apresenta como possibilidade de caminhar em campo aberto, estar no mundo e habitar territórios existenciais a partir de referenciais que aproximam conhecimento e criação, sujeito e objeto, o eu e o outro. Os procedimentos de campo consistiram em observações, recolhidas de forma sensível, numa escola pública em São Paulo, e no estágio num programa de formação de professores em Vermont (EUA) que incluiu vivências na escola de aplicação e na residência pedagógica. Foi realizado diário de campo que abarcou todo este percurso e a partir do qual foram feitos recortes descritivos das situações mais intensas e significativas, analisadas em forma de platôs. Os platôs são entendidos como territórios de produção de acontecimentos que abrigam encontros de intensidades múltiplas que se proliferam em forma de rizoma, espaço entremeios que pode ser acessado em qualquer ponto. A análise indica a importância do tempo kairós, saturado de agoras (Jetztzeit), fundante da experiência, e que requer uma postura de abertura e disponibilidade para sua apreensão. As relações de semelhanças percebidas na escola se ofereceram de forma potente e intensa, e demandaram certa sintonia para acessá-las e torná-las visíveis, dado seu caráter fugidio. O desafio de formar professores sensíveis ao reconhecimento das semelhanças aponta a residência pedagógica como uma iniciativa que resgata a dimensão artesanal do ofício do professor, incluindo a escuta, a documentação pedagógica e autobiografia (história de vida) como elementos importantes deste processo. Tais achados evidenciam a importância de alimentar essas centelhas de sentido que lampejam no cotidiano escolar. Elas podem se apresentar como uma forma de superação da realidade de truculência que impera nas escolas, transformando-a num ambiente mais criativo, estimulante e acolhedor por meio de experiências realizadoras
The relations of similarity are everywhere, they come unexpectedly and take part in our lives determining us without our being aware or take control over them. They are powerful events that involve creation and enable engendering worlds. This research investigated the relations of similarity emerging in several situations of everyday school life involving students, teachers, professors, students and other participants of a broad and dynamic field. The study of the similarities is inspired by Walter Benjamin whose work highlights the importance of experience and mimesis as part of the process of constitution of self and access to culture. The mimetic faculty enables the identification and production of similarities and open ourselves to these relationships in the school environment, creating opportunities for transformation, bringing life and invention this place. Was undertaken the study of mimesis, of time and characters of the school universe under the emphasis of the perception of similarities. In order to accommodate the inventive and unexpected character of such processes, the cartography was chosen, method inspired in Deleuze and Guattari which presents itself as an opportunity to walk in the open and inhabit existential territories by narrowing the boundaries between knowledge and creation, subject and object, the self and the other. Field procedures consisted of observations collected in a sensitive way, in a public school in São Paulo, and in a internship in a teacher training program in Vermont (USA) that included experiences in the campus childrens school as well as in the teachers residency program. All the process was documented in field journals from which were made descriptive cutouts of the most intense and significant situations, analyzed in the form of plateaus. The plateaus are understood as territories of production of events that hosts multiple intensities that proliferate in the form of rhizome, a space that can be accessed anywhere. The analysis indicates the importance of kairos time, saturated of nows (Jetztzeit), standing as the founder of experience, and that requires an attitude of openness and readiness for his apprehension. The relations of similarities perceived in the school presents powerful and intense, and demanded certain tuning to access them and make them visible, given its elusive character. The challenge of training teachers sensitive to the recognition of similarities points the pedagogical residence as an initiative that rescues artisanal dimension teacher work, including listening, teaching materials and autobiography (life story) as important elements of this process. These findings highlight the importance of nourishing these sparks of meaning that blinks in everyday school life. They may present as a way of overcoming the harshness of reality that prevails in schools, turning it into a more creative, stimulating and supportive environment through fulfilling experiences
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Sousa, Daniel Marcolino Claudino de. "O cinema na escola: aspectos para uma (des)educação." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04072017-110341/.

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O projeto O cinema vai à escola, da SEE-SP/FDE(de 2008 a 2015), é objeto de estudo do presente trabalho, queoexamina aproximando as perspectivas do cinema e da educação. Para tanto, parteda questão benjaminiana doempobrecimento da experiênciae, de algum modo, da adorniana doempobrecimento do repertório de imagens,buscando identificar modos de uso do cinemana escolaeinvestigandose eem que medidao referido projeto provoca o empobrecimentoda experiênciaem razão dos meios aplicados naoficialização da entrada do cinema na escola. Em geral, o cinema na escola é sustentado por um discurso pedagógico oficial que especifica e atribui o lugar do cinema no universo escolar. Interessa a esta pesquisaidentificar eanalisar esseslugares.Cinematografias, tais como a de Godard,adoNeo-realismoitaliano eadoCinema Novobrasileiroconfrontame se colocam como referências aesse lugar atribuído ao cinemapela escola. Entende-se aqui que aperspectiva desses cinemas, bem como nossa concepção de escola, cuja função primordial tem a ver com o deslocamento das referênciasestabilizadasdos sujeitos,não se constituemde elucubraçõesdesconectadasda chamada realidadedo universo escolar atual.Ao contrário, entendem que o presente em que parece seconstituir o filmeopera aí encaminhamentos sem solução definitiva. Contudo, ao se utilizar de modo ilustrativo do cinema, o discurso pedagógicohegemôniconas escolas, a despeito da discussão sobrea diluição do sujeitoisto é,da perda da perspectiva histórica unitária-, fortalece esse lugar dosujeito, entendido como oposição ao objeto. Assim, promove um modo de aprendizagem que toma o conteúdo da obra, a mensagem do filme,comoobjeto central, moralizando-o. Dessa forma,não oconsideraobra de arteou mesmo objeto de vivência, reduzindo-oarecurso pedagógicoque pode facilitarosestudosde teor cientificizantes.Nesse sentido,faz-seimportante a investigaçãosobre aideia de currículo e o lugarque nele ocupaa arte e mais especificamenteo cinema, em virtude da urgência uníssona quanto ao tratamento das mídias e do cinema na escola.Para tanto,este trabalho analisatextos oficiais da SEE-SP(osCadernos de cinema doprofessor e os vídeos sobre o Projeto),que regulamentam a entrada do cinema na escola, dentrevários outros.Em tempo, tomamos como parâmetro a experiência francesa transposta em livro por Alain Bergala (2007), além de conceitos
The projectO cinema vai à escola (\"Cinema goes to school\"), from SEE-SP / FDE (2008 to 2015), is the subject of study of the present work, which examines it by approaching the perspectives of cinema and education. Thus,begins fromthe Benjaminian question of the impoverishment of experience and, in some way, of the embellishment of the impoverishment of the repertoire of images, seeking to identify ways of using cinema in school and investigating if and to what extent the said project causes the impoverishment of experiencethroughtheways ofthe entrance of the cinema in school. In general, cinema at school is supported by an official pedagogical discourse that specifies and attributes the place of cinema in the school universe.This work identifies and analyziesthese places. Cinematographies, such as Godard\'s, Italian Neo-realism and Brazilian Cinema Novo, confront and place themselves as references to this place attributed to cinema byschool. It is understood here that the perspective of these cinemas, as well as our conception of school, whose primary function has to do with the displacement of the stabilized references of the subjects, do not constitute of lucubrations disconnected from the socalled reality of the current school universe. On the contrary, they understand that the present in which the film appears to constitute the film operates there with no permanent solution. However, in using illustrative cinema, hegemonic pedagogical discourse in schools, in spite of the discussion about the dilution of the subject-that is, of the loss of the unitary historical perspective-strengthens this place of the subject. Thus, it promotes a mode of learning that takes the \"content\" of the work, the \"message of the film\", as the central object, moralizing it. In this way, it does not take it as a work of art or even as an object of experience, reducing it to a pedagogical resource that can \"facilitate\" scientific studies. In this sense, it is important to investigate the idea ofcurriculum and the place that art occupies in it, and more specifically the cinema, because of the unanimous urgency regarding the treatment of media and cinema in school. In order to do so, this work analyzes the official texts of the SEE-SP (Cadernos de Cinema do Professor-\"Teacher\'s Film Schedules\"-and the videos about the Project),among others,which regulate the entrance of cinema to school. In time, we took as a parameter the French experience transposed in book by Alain Bergala (2007), as well as parameter the French experience transposed in book by Alain Bergala (2007), as well asimportant
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Books on the topic "Walden School"

1

Blanchard, Al. Murder at Walden Pond. Beaverton: Salvo Press, 2001.

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Murder at Walden Pond: A Steve Asher mystery. Bend, Or: Salvo Press, 2001.

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Nash, Gerallt D. Victorian school-days in Wales. Cardiff: University of Wales Press, 1991.

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Hill, Mary. School in a valley. Harlow: Longman, 1994.

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Claudia, Valter, and Museum Georg Schäfer, eds. Natur als Garten, Barbizons Folgen: Frankreichs Maler des Waldes von Fontainebleau und die Münchner Landschaftsmalerei. Schweinfurt: Museum Georg Schäfer, 2004.

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Parry, T. Emrys. Rhydyclafdy Primary School, Rhydyclafdy, Pwllheli, Gwynedd: Inspection under section 90 of the Education Act (Schools) Act 1992 : Welsh Office school number: 661/2101 : date of inspection: 14-16 January 1997. Cardiff: Welsh Office, 1997.

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Jones, T. Kingsland Primary School, Cyttir Road, Kingsland, Holyhead, Ynys Môn: Inspection under section 10 of the Schools Inspection Act 1996 : Welsh Office school number: 660 2176 : date of inspection: 18-20 May 1998. Cardiff: Welsh Office, 1998.

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Ridout, M. T. St. Elfod Junior School, Ffordd y Morfa, Abergele, Conwy LL22 7NU: Inspection under Section 10 of the Education (Schools) Act 1996 : school number: 662/2221 : date of inspection: 7th-11th July 2003. Cardiff: Estyn, 2003.

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Selleck, Dorothy. Conway Road Infants' School, Colwyn Bay, Conway [sic.]: Inspection under Section 10 of the Schools Inspection Act 1996 : Welsh Office school number 662 2100 : date of inspection 22-24 September 1997. Cardiff: Welsh Office, 1997.

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Gough, Marina. Towyn Junior School, Morfa Avenue, Foryd, Rhyl, Conwy LL18 5LE: Report on the inspection under Section 10 of the Schools Inspection Act 1996 : school number 662/2100 : date of inspection 6th October-8th October 1997. Cardiff: Welsh Office, 1997.

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Book chapters on the topic "Walden School"

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Hinitz, Blythe. "Margaret Naumburg and the Walden School." In Founding Mothers and Others, 37–59. New York: Palgrave Macmillan US, 2002. http://dx.doi.org/10.1007/978-1-137-05475-3_4.

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Gutek, Gerald L., and Patricia A. Gutek. "Margaret Naumburg: Montessorian, Walden School, Progressive Educator." In America's Early Montessorians, 217–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54835-3_8.

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Benfield, Richard W. "Future directions." In New directions in garden tourism, 156–68. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241761.0156.

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Abstract In this chapter the future of garden tourism is examined. Botanic gardens have multiple roles but principally education, environmental, and recreation, and it is under these three roles that garden tourism's future is evaluated. Case studies are presented of (1) the National Botanic Garden of Wales as a floral resource for pollinating insects; and (2) the high school botany teaching program of the Fairchild Tropical Botanic Garden in Coral Gables, Florida, USA.
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Benfield, Richard W. "Future directions." In New directions in garden tourism, 156–68. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241761.0011.

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Abstract In this chapter the future of garden tourism is examined. Botanic gardens have multiple roles but principally education, environmental, and recreation, and it is under these three roles that garden tourism's future is evaluated. Case studies are presented of (1) the National Botanic Garden of Wales as a floral resource for pollinating insects; and (2) the high school botany teaching program of the Fairchild Tropical Botanic Garden in Coral Gables, Florida, USA.
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Rekers, Angela, and Jane Waters-Davies. "‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School." In International Perspectives on Early Childhood Education and Development, 145–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_9.

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AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.
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"Chapter Four. Culture and Conformity in Wartime America: My Junior High School Songbook." In From Walden Pond to Jurassic Park, 82–98. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822380474-006.

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Cawthon, Stephanie, and Alycia Harris. "Developing a Community of Practice in an Online Research Lab." In Computer-Supported Collaborative Learning, 41–65. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-753-9.ch003.

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The goal of this chapter is to present instructor and student perspectives on the development of a Community of Practice within an online research laboratory for graduate students in psychology. A computer-facilitated learning environment was set up meet two goals: (1) to encourage individuals to work as a team on a live research project, and (2) to give students research skills needed to further their development as scholar-practitioners. The objective of this chapter is to identify, from the perspectives of the students and the instructor, how social factors influenced learning outcomes and how the group formed into a research team. This chapter begins with a brief overview of the Community of Practice literature and the context of the Online Research Lab in the School of Psychology at Walden University. The second section addresses strategies the instructor used to facilitate the sense of community in the Online Research Lab. The chapter concludes with a summary of challenges in developing a Community of Practice, as well as strategies instructors can use to overcome these obstacles.
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Cawthon, Stephanie, and Alycia Harris. "Developing a Community of Practice in an Online Research Lab." In Web-Based Education, 923–38. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch064.

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The goal of this chapter is to present instructor and student perspectives on the development of a Communityof Practice within an online research laboratory for graduate students in psychology. A computer-facilitated learning environment was set up meet two goals: (1) to encourage individuals to work as a team on a live researchproject, and (2) to give students research skills needed to further their development as scholar-practitioners. The objective of this chapter is to identify, from the perspectives of the students and the instructor, how social factors influenced learning outcomes and how the group formed into a research team. This chapter begins with a brief overview of the Community of Practice literature and the context of the Online Research Lab in the School of Psychology at Walden University. The second section addresses strategies the instructor used to facilitate the sense of community in the Online Research Lab. The chapter concludes with a summary of challenges indeveloping a Community of Practice, as well as strategies instructors can use to overcome these obstacles.
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"Effie Waller Smith." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 123–26. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0018.

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Much of the biographical information about poet Effie Waller Smith comes from oral history. Smith’s parents were born into slavery. After their marriage, they settled in Pike County, Kentucky, in a racially mixed community. Effie’s family became financially secure, and she and her two siblings attended local segregated schools before progressing to the Kentucky Normal School for Colored Persons in Frankfort. All three became teachers....
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"School and Kindergarten, Gropiusstadt." In Walter Gropius, 186–89. Birkhäuser, 2019. http://dx.doi.org/10.1515/9783035617436-071.

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Conference papers on the topic "Walden School"

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Mitin, D. M., A. A. Vorobyev, A. M. Mozharov, S. A. Raudik, A. G. Nasibulin, and I. S. Mukhin. "Highly transparent and conductive textured single walled carbon nanotube electrode for optoelectronic applications." In INTERNATIONAL CONFERENCE ON PHYSICS AND CHEMISTRY OF COMBUSTION AND PROCESSES IN EXTREME ENVIRONMENTS (COMPHYSCHEM’20-21) and VI INTERNATIONAL SUMMER SCHOOL “MODERN QUANTUM CHEMISTRY METHODS IN APPLICATIONS”. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0031928.

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"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.

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Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
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Bense, Katharina, Michael Garrett, and Greg Tolefe. "WHAT IT TAKES TO SUCCESSFULLY IMPLEMENT AN ENTERPRISE SOFTWARE SYSTEM: A CASE STUDY OF A LARGE SCHOOL DISTRICT IN NEW SOUTH WALES, AUSTRALIA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2363.

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Korusenko, P. M., and S. N. Nesov. "Features of the chemical state of modified multi-walled carbon nanotubes in the composition of electrodes for electrochemical energy storage devices." In INTERNATIONAL CONFERENCE ON PHYSICS AND CHEMISTRY OF COMBUSTION AND PROCESSES IN EXTREME ENVIRONMENTS (COMPHYSCHEM’20-21) and VI INTERNATIONAL SUMMER SCHOOL “MODERN QUANTUM CHEMISTRY METHODS IN APPLICATIONS”. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0032660.

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Wang, Ruishu, and Wanbing Shi. "An Analysis on Anti-bullying Actions in Schools in the U.K and Its Enlightenment to China Taking Wales as an Example." In 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icadce-18.2018.137.

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Hallingberg, B., L. Angel, R. Brown, L. Copeland, L. Gray, and G. Moore. "P84 Child experimentation with, and exposure to, tobacco and e-cigarettes: a mixed methods study of primary school children in Wales from 2007 to 2019." In Society for Social Medicine and Population Health Annual Scientific Meeting 2020, Hosted online by the Society for Social Medicine & Population Health and University of Cambridge Public Health, 9–11 September 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/jech-2020-ssmabstracts.176.

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Lai, ETC, R. Griffiths, A. Akbari, SK Urhoj, AMN Andersen, and DC Taylor-Robinson. "OP103 Understanding social inequalities in child mortality: a population-based study in denmark and wales." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.106.

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García Vázquez, Milagros. "La pedagogía de la Bauhaus como modelo para la expresión plural en las comunidades artísticas actuales." In IV Congreso Internacional Estética y Política: Poéticas del desacuerdo para una democracia plural. València: Editorial Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/cep4.2019.10317.

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En 1933, un gobierno totalitario cerraba las puertas de una de las comunidades artísticas más significativas para la Historia del Arte del siglo XX y del actual, tanto desde el punto de vista de la creación, como de la pedagogía de las artes: la Bauhaus. Aquella clausura no supuso, sin embargo, su fin. En 1937 tomaría su testigo la New Bauhaus, abierta en Chicago por László Moholy-Nagy, uno de los profesores más influyentes en la plantilla de aquella institución creada por Walter Gropius en 1919. Su nombre ha variado desde entonces, «Chicago School of Design» (1939), «Institute of Design» (1944), hasta llegar a integrarse en el «Illinois Institute of Technology», existente en la actualidad. El paréntesis entre dos guerras mundiales había sido ocasión para el encuentro de artistas, especialistas en diversos ámbitos de la creación y de diferentes orígenes culturales, con un objetivo común, formar a otros creadores para «desear, proyectar y crear todos juntos la nueva estructura del futuro», como decía Gropius en el manifiesto original. Su pretendido final, impuesto por un régimen político, encontró su punto y aparte en un estado democrático al otro lado del Atlántico, dando pie no solo a una iniciativa mantenida a nivel académico en el Instituto de Illinois, sino inspirando a otra, fuera de las estructuras estatales, que puede servir a su vez como ejemplo de aplicación creativa del presente disenso en las culturas democráticas. Precisamente en Chicago surgiría, en 1990, un proyecto de la mano de la Fundación MacArthur, para potenciar la diversidad artística y cultural y orientarla hacia una meta, reconocer y promover procesos creativos y nuevas ideas como cauces esenciales en la mejora de la vida. Se dotaría económicamente a una serie de instituciones artísticas, colonias, comunidades o residencias de artistas, para celebrar un encuentro llamado «Special Initiative on Artists». De aquella reunión que tuvo lugar en 1991, surgió la creación de un consorcio internacional de comunidades artísticas, hoy conocida como «Alliance of Artists Communities», donde la formación y la puesta en común de trabajos y nuevos proyectos son los ejes fundamentales. Quizá pueda ser este un ejemplo de salto creativo por encima de las barreras de las políticas del consenso, si fracasan, o del desacuerdo, si tienen lugar.
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Collins, B., P. Bandosz, M. Guzman-Castillo, J. Pearson-Stuttard, G. Stoye, J. McCauley, S. Ahmadi-Abhari, et al. "OP19 Will social care need more resources? A modelling study of health and social costs in england and wales for alternative future cardiovascular disease scenarios." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.19.

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Gartner, A., R. Daniel, D. Farewell, S. Paranjothy, J. Townson, and J. Gregory. "OP46 Do young people with childhood onset type-1 diabetes have different patterns of alcohol-related hospital admission than those without? A record-linked longitudinal study in wales." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.47.

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Reports on the topic "Walden School"

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Huffman, Robin. An Analysis of the Interrelationship Between the Oregon School Law of 1922, the Press of Oregon, the Election of Walter Pierce and the Ku Klux Klan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2042.

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Government Savings Bank of New South Wales - Fivedock - Statistical Record Book - School Savings Bank Department - 1925-1932. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/22661.

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