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Originally published in 1937, Number in the Nursery and Infant School surveys the teachings of Froebel, Montessori and Dewey, the prevalent theories in education at the time, and takes elements from each in order to outline a new method. The author was closely associated with infant-school work over a number of years. She also trained teachers for that purpose, carefully observing the results of different methods of teaching. The method described was in full accord with modern psychological theory of the time, today it can be read and enjoyed in its historical context.

The papers included in this volume were originally presented at a conference to commemorate the opening of the Social Science Centre at the University of Western Ontario in 1973. Participants were asked to take stock of the development of their disciplines in Canada, to assay the contours of current endeavours, and to comment upon avenues of future research. Their efforts mark what is believed to be the first collective assessment of the social sciences in Canada. The contributors include: Nathan Keyfitz on sociology, C.B. Macpherson on political science; H.G. Johnson on economics; Ramsay Cook on history; and M. Rokeach on the place of values in Canadian social science. Commentaries on the papers are also included. Each author has addressed himself to one or more of the following matters: the degree to which the disciplines as practised in Canada are linked to or differentiated from their practice elsewhere; the benefits and drawbacks of a'nationalistic'approach to scholarship in the social sciences; the contributions of Canadian scholarship to the study of society in general and Canadian society in particular; the interaction among the social sciences in Canada and the need for inter-disciplinary studies; and the unfulfilled agenda of Canadian social science. The assessments thus delineate the peculiar problems of the social sciences in Canada as well as some of the overall problems within and among the disciplines themselves.

This volume contains the proceedings of a symposium held at the University of Toronto in June 1969. The symposium consisted of six sessions; each containing an invited paper, followed by six contributed papers reporting on recent, relevant research and development. The topics are: a review of research problems in basic shock tube flows and the possibilities for the shock tube in the future; driving techniques; explosive drivers; theoretical and experimental research in electromagnetic shock tubes; chemical kinetics and spectroscopy; and a review of shock tube diagnostics, instrumentation and fundamental data as well as the measurement of physical quantities.

This volume contains the proceedings of the second Canadian Conference on Children which was held in Montreal in the autumn of 1965. It includes four papers given by Dr. Alva Myrdal, Dr. Alan Ross, Dr. M.S. Rabinovitch and Dr. C.E. Hendry, all well known for their attention to the problems of children growing up in the present world and concerned here to draw attention to those they see in Canada and elsewhere. A running commentary is supplied by Dr. Alan Thomas on the less formal side of the conference—the discussions that took place in groups after the speeches. The four papers and the commentary are printed in both English and French. Reverend Roger Guindon O.M.I. of the University of Ottawa provides the closing address, presented in a style which can be seen as an interesting new approach to the Canadian problem of bilingualism.

First published in 1966, Experiment and Tradition in Primary Schools was written to provide an account of the author's pioneering study of the attainment of young children in schools where the curriculum was shaped by their spontaneous interests. The book describes the findings of Gardner's work and assesses them in detail. It will have lasting relevance for those with an interest in the history of education and the development of education in infant and junior schools.

First published in 1950, Long Term Results of Infant School Methods was written to explain and summarise the results of Gardner's experiment to test the extent to which the effect of different styles of Infant school education,'experimental'or'control', would also be apparent at a later stage.The book details how the tests and the schools involved were chosen; the different types of tests conducted and their respective aims; and a summary of Gardner's conclusions. It will appeal to those with an interest in the history and theory of education.

The Knowledge Most Worth Having represents the essence of education at the University of Chicago—faculty and students grappling with key intellectual questions that span the humanities, while still acknowledging the need to acquire a depth of knowledge in one's chosen field. The papers collected here were delivered during an often-heated conference at the university in 1966, and include contributions from such scholars as Northrop Frye, Richard McKeon, and, of course, the dean of the college, Wayne Booth himself. Taken as a whole, they present a passionate defense of liberal education, one that remains highly relevant today.

A variety of institutions and activities including the training of teachers, research and development, and educational television services are discussed in this volume. It describes in detail the creation and growth of the Ontario Institute for Studies in Education and its research activities, and gives an account of the educational activities of institutions such as the Royal Ontario Museum, the CBC, and the provincial libraries.

This publication is composed of the summary of discussion and the papers prepared for the Nuffield Canadian Seminar. The seminar, entitled'The Costs of Post-Secondary Education in a Technological Society,'was held at Cap-Rouge, near Quebec City, 25-27 June 1971. The seminar reviewed the response of developed nations to the important and difficult challenges confronting post-secondary education in this technological age. It brought together heads of post-secondary institutions and educational advisory bodies, financial and educational government officials, educational researchers, and businessmen. Approximately fifty per cent of the participants were from Canada with the remainder from Australia, Belgium, France, Great Britain, Norway, United States, West Germany, and from the Organisation for Economic Co-operation and Development. La présente publication comprend les exposés présentés lors du colloque canadien Nuffield ainsi qu'un résumé des discussions. Le colloque intitulé'Le cout de l'enseignement post-secondaire dans une société technologique's'est tenu à Cap-Rouge, près de Québec, les 25, 26, et 27 juin, 1971. Le colloque a étudié la façon dont les nations industrialisées ont abordé les solutions aux problèmes de l'enseignement post-secondaire à notre époque technologique. II a réuni des responsables d'institutions d'enseignement post-secondaire, des conseillers en éducation, des hauts fonctionnaires des finances et de l'éducation, des spécialistes de la recherche dans le domaine de l'éducation et des hommes d'affaires. Environ la moitié des participants étaient du Canada; les autres étaient venus de l'Australie, la Belgique, la France, la Grande-Bretagne, la Norvège, les États-Unis, l'Allemagne de l'Ouest, ainsi que de l'Organisation de coopération et de développement économiques.

First published in 1972, The Forsaken Lover draws upon Chris Searle's experience as an English teacher in a secondary school in Tobago to focus upon the deep problems of identity encountered by black people having to use the white man's language. He shows how the white man's language is primarily interested in vindicating the white man's pride and culture, and denying the black man his true autonomy. Black children are still being educated within a cultural context which denies them their own identity – in order to succeed they must become as white as possible. In the Forsaken Lover (the title comes from a poem written by a West Indian girl). Chris Seale presents a lively and direct account of his experience. The book is full of the children's own writing – poetry, prose, drama – and, by referring to their words, Searle urges the need for change in policies and attitudes of language and education. The immediate context is Caribbean, but the issues are common to all societies where differences of colour, class and environment exist. The book will be of interest to students of race and ethnic relations, education, linguistics and public policy.

Dieser Titel aus dem De Gruyter-Verlagsarchiv ist digitalisiert worden, um ihn der wissenschaftlichen Forschung zugänglich zu machen. Da der Titel erstmals im Nationalsozialismus publiziert wurde, ist er in besonderem Maße in seinem historischen Kontext zu betrachten. Mehr erfahren Sie

The One Best System presents a major new interpretation of what actually happened in the development of one of America's most influential institutions. At the same time it is a narrative in which the participants themselves speak out: farm children and factory workers, frontier teachers and city superintendents, black parents and elite reformers. And it encompasses both the achievements and the failures of the system: the successful assimilation of immigrants, racism and class bias; the opportunities offered to some, the injustices perpetuated for others.David Tyack has placed his colorful, wide-ranging view of history within a broad new framework drawn from the most recent work in history, sociology, and political science. He looks at the politics and inertia, the ideologies and power struggles that formed the basis of our present educational system. Using a variety of social perspectives and methods of analysis, Tyack illuminates for all readers the change from village to urban ways of thinking and acting over the course of more than one hundred years.

This pocket guide provides a first introduction to the Open FAIR™ Body of Knowledge. It will be of interest to individuals who require a basic understanding of the Open FAIR Body of Knowledge, and professionals who are working in roles associated with a risk analysis project, such as those responsible for information system security planning, execution, development, delivery, and operation. The Open FAIR Body of Knowledge provides a taxonomy and method for understanding, analyzing and measuring information risk. The outcomes are more cost-effective information risk management, greater credibility for the information security profession, and a foundation from which to develop a scientific approach to information risk management. This allows organizations to:•Speak in one language concerning their risk•Consistently study and apply risk analysis principles to any object or asset•View organizational risk in total•Challenge and defend risk decisionsThe audience for this Pocket Guide is:•Individuals who require a basic understanding of the Open FAIR Body of Knowledge•Professionals who are working in roles associated with a risk analysis project, such as those responsible for information system security planning, execution, development, delivery, and operation•Risk analysts who are looking for a first introduction to the Open FAIR Body of Knowledge

The Open Group IT4IT™ Reference Architecture, Version 2.0, an Open Group Standard, provides a vendor-neutral, technology-agnostic, and industry-agnostic reference architecture for managing the business of IT.The Open Group IT4IT Reference Architecture standard comprises a reference architecture and a value chain-based operating model.The IT Value Chain has four value streams supported by a reference architecture to drive efficiency and agility. The four value streams are: •Strategy to Portfolio •Request to Fulfill•Requirement to Deploy•Detect to CorrectEach IT Value Stream is centered on a key aspect of the service model, the essential data objects (information model), and functional components (functional model) that support it. Together, the four value streams play a vital role in helping IT control the service model as it advances through its lifecycle. The IT4IT Reference Architecture:•Provides prescriptive guidance on the specification of and interaction with a consistent service model backbone (common data model/context)•Supports real-world use-cases driven by the Digital Economy (e.g., Cloud-sourcing, Agile, DevOps, and service brokering)•Embraces and complements existing process frameworks and methodologies (e.g., ITIL®, CoBIT®, SAFe, and TOGAF®) by taking a data-focused implementation model perspective, essentially specifying an information model across the entire value chainThe audience for this standard is:• IT Professionals who are responsible for delivering services in a way that isflexible, traceable, and cost-effective• IT Professionals / Practitioners who are focused on instrumenting the ITmanagement landscape• IT Leaders who are concerned about their operating model• Enterprise Architects who are responsible for IT business transformationTopics covered include:•An introduction to the standard and the purpose of the IT4IT work•Key terminology of the standard•An introduction for executives and others introducing the IT Value Chain and IT4IT Reference Architecture concepts•IT4IT Core, which defines the structure of the IT4IT standard as well as the process and document structure used by the IT4IT standard•The Strategy to Portfolio (S2P) Value Stream•The Requirement to Deploy (R2D) Value Stream•The Request to Fulfill (R2F) Value Stream•The Detect to Correct (D2C) Value Stream•Background information on the standard.

The IT4IT Management Guide provides guidance on how the IT4IT Reference Architecture can be used within an IT organization to manage the business of IT. It is designed to provide a guide to business managers, CIOs, IT executives, IT professionals, and all individuals involved or interested in how to transition an IT organization to become a Lean and Agile IT service provider.This book includes two case studies from Shell and the Rabobank.After reading this document you should be able to:•Understand why the IT4IT approach is needed to improve the performance of the IT function; and support the business to leverage new IT in the digital age•Understand the vision, scope, and content of the IT4IT Reference Architecture (from a high-level perspective)•Understand the benefits of using the IT4IT Reference Architecture within the IT function•Initiate the first steps to implement the IT4IT standard in your own IT organizationThe audience for this Management Guide is:•CIOs and other IT executive managers who would like to transform their IT organization to support end-to-end value streams•Senior leaders and executives in the business and IT responsible for how IT is organized, managed, and improved•Enterprise Architects involved in the implementation of IT management solutions within the IT organization•IT professionals and consultants involved in the transition of their organizations to a new streamlined IT factory

Dit boek is specifiek gericht op het managen van agile projecten. De beschrijving is gebaseerd op AgilePM® uit 2014, een specifieke subset van het Agile Project Framework van DSDM.Agile is sinds ca. 1990 geliefd bij IT-systeemontwikkelaars en is in het bijzonder geschikt voor het uitvoeren van kort-cyclische trajecten die gericht zijn op zichtbare resultaten zoals een werkende applicatie, een website, enzovoort. Agile kan echter ook goed in niet-IT projecten worden gebruikt.Anders dan bij de ‘traditionele’ methoden voor projectmanagement liggen bij agile projecten tijd, kwaliteit en kosten vast, maar de te realiseren functies juist niet. Bij agile projecten vormen de zelfsturende teams de basis. Deze zijn volledig verantwoordelijk voor het realiseren van het op te leveren resultaat dat tot stand komt in korte iteraties. De projectmanager is alleen verantwoordelijk voor het inrichten van het project, het plannen en bewaken van het project op hoofdpunten en de communicatie tussen het projectteam en het bedrijfs- en programmamanagement. De specificaties worden bepaald door het realisatieteam in samenspraak met gebruikersvertegenwoordigers.Dit boek beschrijft op een heldere en eenduidige wijze de principes, processen, rollen en verantwoordelijkheden van de belangrijkste producten en technieken bij het managen van agile projecten. Daarbij wordt ook ingegaan op de verschillen en overeenkomsten met andere methoden zoals PRINCE2, Scrum Kanban en Lean Six Sigma en in hoeverre deze aanpak hiermee is te combineren. Tenslotte gaat het boek in op de wijze hoe een portfolio van agile en traditionele projecten het beste kan worden gemanaged.Dit boek is bedoeld voor projectmanagers die verantwoordelijk zijn voor het managen van agile projecten en verder iedereen die betrokken is of wordt bij het managen van agile projecten. Tevens is dit boek ook zeer geschikt voor degenen die zich willen voorbereiden op de examens AgilePM Foundation en Practitioner van de APMG.

This Pocket Guide provides a concise introduction to the IT4IT™ Reference Architecture, Version 2.0, an Open Group Standard. The IT4IT standard provides a vendor-neutral, technology-agnostic, and industry-agnostic reference architecture for managing the business of IT, enabling insight for continuous improvement.This Pocket Guide is based on the IT4IT Reference Architecture Version 2.0. What’s more, it’s authoritative with material derived from the official IT4IT documentation and contributions from members of the IT4IT Forum.The audience for this Pocket Guide is:• Individuals who require a basic understanding of the IT Value Chain and IT4ITReference Architecture• IT Professionals who are responsible for delivering services in a way that isflexible, traceable, and cost-effective• IT Professionals / Practitioners who are focused on instrumenting the ITmanagement landscape• IT leaders who are concerned about their operating model• Enterprise Architects who are responsible for IT business transformationTopics covered include:• An introduction to the IT4IT Reference Architecture, the structure of the IT4ITstandard, and the positioning of the IT4IT standard in the standards landscape• The IT Value Chain and IT4IT Reference Architecture concepts, including Value Streams• The Strategy to Portfolio (S2P) Value Stream• The Requirement to Deploy (R2D) Value Stream• The Request to Fulfill (R2F) Value Stream• The Detect to Correct (D2C) Value Stream• A summary of the differences between the IT4IT Reference Architecture and ITIL

Dit boek geeft een overzicht van de best practices en methoden die als instrument kunnen worden toegepast bij het evalueren van IT-projecten. Hierbij is uitgegaan van best practices en methoden die daadwerkelijk worden toegepast in profit- en non-profit-organisaties.Bij dit boek is een download-bestand beschikbaar met de resultaten van alle Vragenlijsten: 978 90 8753 725 DHet boek neemt de lezer mee in de definitie van evalueren, de afbakening van IT-projecten in de keten van business-vragen tot en met de implementatie van IT-voorzieningen en bijbehorende processen, en de diverse keuzes die gemaakt moeten worden voorafgaand aan een projectevaluatie. Evalueren doe je namelijk niet alleen achteraf, maar vaak ook tijdens projecten. Evalueren gebruik je vaak om terug te kijken, maar vooral ook om vooruit te kijken en van te leren. Op basis van deze informatie wordt de lezer meegenomen in de diverse best practices en methoden die worden gebruikt als evaluatie-instrument, de achterliggende theoretische uitgangspunten, en de overeenkomsten en verschillen. Dit boek beoogt een heldere classificatie van de meest relevante methoden en best practices te geven, op basis van een interdisciplinaire theoretische basis. Het boek rijkt daarbij concrete handvatten aan en helpt managers, professionals en bestuurders duidelijke keuzes te maken bij evaluaties van IT-projecten.Er worden ruim twintig best practices en methoden in dit boek besproken:- People ICB/NCB e-CF Belbin teamrollen Projectmatig creëren- Process PRINCE2 PMBOK Guide ISO 21500 Agile methoden (DSDM/Atern, Scrum, RUP) ISO 9000 OPM3- Product ASL/BiSL/ITIL Business Case-aanpak BCG-matrix- Multi criteria 7’S model Quinn-model INK/EFQM Appreciative Inquiry Balanced Scorecard

Developments in the project management field are ongoing. This professional fieldcontinuously broadens and becomes profounder. Therefore, IPMA has extended itsattention from project management to program management, portfolio management andproject support (PMO).This has made manifest the need for a reference model in which the various functions andcorresponding competences and the relations between them are presented. Not only for HRmanagers, but also for project and program managers and PMO heads.In the first edition of this book, attention was given to the regular functions in the projectmanagement field, as they are applied in the IPMA 4-level system. With the publication ofthis second edition, the wish has been realized to make a complete function building for theproject management field available.The second edition of this book does justice to PMO professionals’ needs for recognitionand appreciation of their added value for projects, programs and portfolios. This is a publication of IPMA-NL.

This book is a widely popular selection of practical hints and tips on how to solve real problems and make the most out of Outsourcing. Presented in a unique comic strip format it shows how a fictitious company Schreuder uses Outsourcing to resolve a wide range of business problems.Schreuder was founded in 1890 and is now a global, fast moving Consumer Goods company quoted at the Dow Jones and FTSE 100. Headquartered in London, the company operates in over 80 countries, across five continents and employs over 75,000 professionals. The profits are not meeting expectations and as a result, Jones has been appointed as the new Chief Executive Officer, to bring Schreuder back on track. Follow Jones as he uses Outsourcing techniques to turn around the company, meet his colleagues as they struggle to change processes, watch the successes and failures of initiatives and ideas. This title is a Case Study like no other: short, sharp and with practical lessons that readers will identify with, it provides hard-hitting examples to show how you can unlock the full potential of outsourcing programmes. First comic on outsourcingEasy to readBest way to get introduced to the concept to outsourcingAlthough it is a comic, the content is seriousWonderful drawingsSticks to the mind

Edward H. Levi served the University of Chicago for most of his professional life, as a professor, dean of the law school, provost, and eventually president. Gathered here are fourteen talks he delivered between 1963 and 1969 that include such topics as the role of the university; the purposes of undergraduate and liberal education, professional training, and graduate research; the relations between the university and its surroundings; and the causes of student unrest. Throughout these talks, the reader will find expressions of Levi's essential belief that “the university must stand for reason and for persuasion by reasoning.”

First published in 1945, The Impact and Value of Science is both a plea and a challenge: a plea for more and more science – not to increase the sum total of technical knowledge nor to extend present material amenities, but in the words of the author for the sake of'mental maturity.'It is a challenge to try the method of science. Every man is a scientist and every scientist a useful citizen.Dr. Hill has been both an industrial and academic scientist but here he is concerned with something much wider than textbook conception of science. He gives a clear answer to those who argue that scientific progress is leading to man's destruction by showing that if the scientific method is applied in'non-scientific'fields – in religion, ethics, politics – man will learn how to use the technical inventions of science as stepping stones in social and economic progress. With space tourism and climate crisis marking the two ends of scientific development in current times, this book is of value to everyone but especially to students of climate change, public policy and ethics.

First published in 1971, The Background of Immigrant Children offers a deeper understanding of the diversity and richness of the customs, cultures, and religious convictions of the minority groups in a multiracial society. Ivor Morrish argues that in order to go beyond the mere tolerance of the other groups, it is becoming one of the important functions of the teacher to assist in the development of social awareness in his pupils and this must include a sympathetic involvement in the cultural ideas and outlook of groups from all over the world. This book is an attempt to introduce the teacher in training to three of the main coloured immigrant groups in Britain (West Indians, Indians, and Pakistanis), and to some of the problems that culture contact poses. This book will be a useful resource for scholars and researchers of education, multiculturalism, sociology, and social anthropology.

Britain has a rich heritage of school buildings dating from the later Middle Ages to the present day. While some of these schools have attracted the attention of architectural historians, they have not previously been considered from the educational viewpoint. Even schools of little or no architectural interest are important sociologically, since the changing architecture of schools reflects changing ideas about how children should be educated and organized for teaching purposes. Documentary material relating to education is often fragmentary, and buildings may thus constitute the only real source of knowledge about the development of particular schools and can also throw light on general educational history. Originally published in 1971, this book is, therefore, not only a major contribution to architectural history but also a study in the development of educational ideas and practices from the fourteenth to the nineteenth century.

First published in 1972, this book aims to provide an introduction to the teacher, or teacher in training, to society and its relationship to education. Although very much a product of its time rather than an instructive text for teachers in the 21st century, this work will be of interest to those studying the evolution of the study o

The 1971 Supplement adds some 3,500 entries to the approximately 7,000 listed in the original volume and the 1965 Supplement. Like its predecessors this volume provides a full list of the secondary sources related to Canadian higher education – books, articles, theses, dissertations, and reports published from 1964 to 1969. The reporting and arrangement of entries remains the same in the Supplement, but changes have been made in the overall organization of the material. New divisions have been created, more than a dozen sections have been subdivided, and a substantial number of new sections have been added. (Studies in Higher Education 5)

Since first publication in 1954, this text has been widely used in North American universities in introductory courses in science and engineering. It is a streamlined text, in which essential ideas are not buried in endless detail. For science students and engineers the sine qua non is formal training in the techniques and manipulations which they will use in their regular engineering courses and in their professional work. But at the same time there is in every class a small group who have an interest in knowing the reasons back of their manipulative work. In Professor Jeffery's text, a framework of fundamental principles is always in sight and available. In the new edition, the study of the definite integral has been moved ahead from Chapter VII to Chapter V. The differential and the differential notation are introduced and used soon after the derivative has been defined. Some topics have been added—the chain rule for partial derivatives, directional derivatives, l'Hospital's rule, determinants, and linear dependence relative to vectors. More practice problems, especially in determining anti-differentials, have been added and where experience has shown it desirable, more detailed explanations have been given.

A survey of some of the main-line developments in trigonometric series. It is an extension of a Presidential address to Section III of the Royal Society of Canada. Part I deals briefly, in chronological order, with the mathematical problems that arose out of trigonometric series and the interactions between these problems and general mathematical analysis. There is mention of the contributions of Euler, Daniel Bernoulli, d'Alembert, Fourier, Lagrange, Dirichlet. This is followed by a description of some of the problems still open at the end of the period covered by these men, and a description of the way these problems were later solved by Denjoy, by Zygmund and Marcinkiewicz, by Burkill and by James. Part II gives complete proofs of the results of the earlier period outlined in Part I, and concludes with the essential details of the approach of Denjoy and of James. Canadian Mathematical Congress Lecture Series, No. 2.

The first Canadian Conference on Children, held in the province of Quebec in October, 1960, was the culmination of several years of planning and of three years'specific study of projects which dealt with existing programmes for children in Canada. Delegates came from provincial and national organizations and the Conference was supported by a large number of organizations connected with child health, welfare, and education. The programme of the Conference was divided into three sections: plenary sessions, group discussions of the projects, and group discussion of children under three headings:'the early years,''the middle years,'and'the transition years.'The whole programme covered children from birth to about the age of seventeen. The Proceedings includes the speeches presented at the plenary sessions (by Sir Geoffrey Vickers, Chairman of the Research Committee of the British Mental Health Research Fund; Dr. K.D. Naegele of the University of British Columbia; and Dr. Otto Klineberg of Columbia University); and valuable summaries of discussions by Dr. Murray Ross (York University), Mgr. Irénée Lussier (Université de Montréal), and Dr. N.A.M. MacKenzie (University of British Columbia).

How can we identify the young men and women who, as social and behavioral scientists of tomorrow, will do the needed research to resolve our burgeoning social problems? How can the most promising be attracted to an investigatory career? How can they become identified with the behaviors, attitudes and values that persons in science share? A provocative body of literature about the psychology of the scientist and his career emerged in the post-Sputnik era. Drs. Eiduson and Beckman bring together more than seventy of the most significant and representative studies. These range over childhood and family influences, academic experiences, motivations, interests, and intellectual and personality strengths that have been examined as precursors for choosing science as adult work. The psychological mechanisms involved in socializing a young person toward a scientific career are suggested in readings from the outstanding theoreticians in the field. Selections on scientific career lines, decisions and options at various stages of work, and factors influencing goals and career development contribute to the understanding of the psychological life of the highly endowed and well-functioning professional adult. Through showing the certain completeness of effort of what has been learned about the psychology of scientists to date, the authors anticipate a resurgence of interest in the creative individual, a renewed enthusiasm for application, and a refocusing of research on the issues unique to the social and behavioral research scientist.

Cognitive Development: The Child's Acquisition of Diagonality is an empirical and rational enquiry into the child's development of a conceptual system relating to the concept of the diagonal during the age range three to six years. A detailed examination will be made of why a young child has difficulty with such a problem, and what occurs during development that removes this difficulty. In the context of these empirical arguments, the book considers such theoretical questions as the nature of intellectual skills and conceptual or symbolic knowledge, as well as the role of experience and instruction in their development. The study concludes with a description of the child's reconstruction of the diagonal in terms of what at least poses as a general model of perceptual and intellectual development, and accounts for, among other things, man's increasing ability to apprehend and theorize about the motion of the stars. It shows that it is the elaboration of the child's perceptual knowledge in the context of his performatory attempts in such cultural media as language and geometry that accounts for his ability to copy a diagonal in particular and his intellectual development in general.

Originally published in 1935, Testing Children's Development from Birth to School Age highlighted the greatly increased interest in measuring the development of pre-school children by other means than the older, inadequate'intelligence tests'. In the early part of the twentieth century the work done at the Psychological Institute of the University of Vienna under the general direction of Dr Karl Buehler had become favourably known throughout Europe and the United States. This was also especially true of the studies in child psychology directed by the authors Dr Charlotte Buehler and her one-time assistant, Dr Hildegard Hetzer. The book contains developmental tests for the first six years of life; techniques for testing small children; information on the construction of tests and the evaluation their results. Today it can be read and enjoyed in its historical context.

This book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called'educationally sub-normal'children at the University of London Institute of Education.The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute's course, and they cover every part of the curriculum from the point of view of the'slow'learner. This volume focuses on the secondary school.

This book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called'educationally sub-normal'children at the University of London Institute of Education.The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute's course, and they cover every part of the curriculum from the point of view of the'slow'learner. This volume focuses on the primary school.

First published in 1968, Culture, Industrialisation and Education explores the cultural values that underlie the content of educational provisions and the way in which industrialisation and the mass communication characteristic of advanced technology have affected what is offered in schools.The book puts forward the argument that the traditional curriculum, with its emphasis on cognitive and intellectual processes, is in many cases irrelevant to the needs of children whose futures are in occupations that do not centre on academic pursuits. It highlights the distinct lack of provision for these children at a time when a fuller and longer secondary education is being attempted for the whole population. Culture, Industrialisation and Education will appeal to those with an interest in the history and sociology of education.

The first edition of this book gave a systematic exposition of the Weinstein method of calculating lower bounds of eigenvalues by means of intermediate problems. From the reviews of this edition and from subsequent shorter expositions it has become clear that the method is of considerable interest to the mathematical world; this interest has increased greatly in recent years by the success of some mathematicians in simplifying and extending the numerical applications, particularly in quantum mechanics. Until now new developments have been available only in articles scattered throughout the literature: this second edition presents them systematically in the framework of the material contained in the first edition, which is retained in somewhat modified form.

This volume is concerned with the question of how the United States educates and utilizes its intellectually gifted youth. It examines the manpower system from the point of view of supply and demand. It brings a deep understanding of the set of interrelated forces that determine the education and utilization of trained manpower.

Assembles, collates, and analyzes data bearing on trends in American education. The author presents the basic data on school enrollment, retention, and attainment, indicating changes in the educational characteristics of the population and comparable time-series statistics on teachers and school finances reflecting change within the school system itself. Dr. Ferriss then relates these data to a statement of educational goals set some ten years ago, utilizing the data to provide an assessment of progress toward those goals.

A comprehensive case study of secondary school counseling as a developing profession. The author examines the growth of counseling, the characteristics of the contemporary counselor, the use of standardized tests, the changing orientation of the counselor from'educational advisor'to'therapist,'the influences of the institutional setting on counseling, and the impact of counseling on students and society.

For the latest thinking about the international financial system, monetary policy, economic development, poverty reduction, and other critical issues, subscribe to Finance & Development (F&D). This lively quarterly magazine brings you in-depth analyses of these and other subjects by the IMF's own staff as well as by prominent international experts. Articles are written for lay readers who want to enrich their understanding of the workings of the global economy and the policies and activities of the IMF.

Schools have failed our individual needs, supporting false and misleading notions of'progress'and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centres for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggests some radical and exciting reforms for the education system.

This 1964 study makes an important contribution to the sociology of religion, as it enlarges the frontiers of the subject so as to include aspects of human conduct which ware both religious and social. In doing so, it challanges positivist conceptions of sociology and the social sciences more broadly. Joan Brothers's work explores the interaction between the organization, structure, and activities of a church and those of the wider society in which it is places.

First published in 1931, the original blurb reads:'A practical handbook for those who are engaged in teaching elementary biology (Nature Study) to children of 10-13 years. Part I is devoted to general methods of teaching the subject. Part II consists of subject matter suitable for lessons, together with suggestions as to practical work and classroom procedure.'It was hoped that this work would help the move away from the tradition, still prevalent at the time, where observation of minute details and absence of associated physiological work left the children with little interest in the subject. This book would contribute to a type of teaching where more regard was paid to the ‘livingness'of the organism, resulting in the deepening of the pupil's enjoyment of the beauty of animate nature. Today it can be read in its historical context.

Originally published in 1936, and with more than a slightly tongue-in-cheek tone at times, the author of this book declares that Scotland is not educated but merely learned. This book does not deal with education in its narrowest sense: it ranges from the Kirk to Haggis, Tartans and Burns, Whisky and repressed sex in its discussion, proclaiming Calvinism as the root of most of Scotland's evils. Honest and at times provocative, this volume does give direct access to the emotional roots of Neill's feelings about Scottish education.

First published in 1972, this second edition of Further Education in England and Wales was written to provide a comprehensive account of the character and extent of further education in England and Wales.The book critically analyses the major features of further education at the time of publication, and suggests ways in which it might profitably develop in the years ahead. It provides an important account of the post-war historical background to further education, and examines in detail topics such as the role of polytechnics and the work of the Council for National Academic Awards; the educational implications of the Industrial Training Act; developments in education for business and management; and, the changing pattern of education for art and design. The book also considers the training of teachers for further education, and further education in Wales.

First published in 1968, Problem Solving Interviews explores different elements relating to conversations concerned with finding a solution to a particular problem. The book begins first by examining the role of the problem-solving interviewer, before exploring in detail what an interview is. It looks at the significance of different attitudes in shaping behaviour and highlights the importance of considering the attitudes of both the interviewer and the respondent. This leads on to a consideration of bias, including where it comes from, how it can affect the interview, and whether its impact can be eliminated or reduced. The book also covers carrying out and learning how to interview, and includes close analysis of three example interviews.

Originally published in 1967, this book was intended to be of value to students of Education in two ways. Firstly, all such students were expected to know in broad outline the story of the development of our national education system in the previous 150 years. This book shows how these national events affected a number of schools in a particular locality. Their history was preserved in their physical structure, all too solid and long-lasting in many cases to be easily adapted to changing needs of the time; it was preserved also in minutes and log-books and other records that happen to survive. The second value of this book was that quite often students were asked to use these local records to re-create the story of a history of a school or group of schools. It was felt that we needed many more of these local investigations as a basis for a fuller and more vivid representation of this national development, and students'accounts, if done with proper care, could make a useful contribution. Mr Seaborne's book is a model and example of how this may have been done.

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