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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.

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.

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 1970, The Extra Year discusses the raising of the school leaving age, a crucial event in British education. It is also highly controversial: its repercussions affected teachers, educationists, parents and employers as well as pupils themselves. Each of the contributors to this book examines one aspect of its implications. After a general introduction by Professor Tibble, Malcolm Seaborn looks at the historical background of the decision to raise the school leaving age and Professor Eggleston considers some of its sociological aspects. Professor Tibble then examines the ways in which the situation will affect pupils and their teachers, John Sheehan discusses some economic factors and Tyrrell Burgess looks at the implications for further education. The headmaster's point of view is given by Albert Rowe and probable changes in the school curriculum are analyzed by Dennis Lawton. A final chapter by Professor McAulay discusses American experience. This is an important historical reference work for students and scholars of education.

First published in 1937, The Children's Play Centre is an account of Gardner's Play Centre and her work in assessing its value in the education of children and the training of teachers. The book puts forward the value of play in the development of children and provides a detailed report of Gardner's experiment. It also explores the significance of the Play Centre to the technique of training students. It will have lasting relevance for those interested in the history of education and the psychology of education.

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 D Het 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

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 decisions The 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

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

During the past few years there have been several changes in the educational system of Ontario: a reorganization of the Department of Education, the abolition of the school section, the establishment of post-secondary institutions of applied arts and technology, and the reform of Grade 13. Others are in prospect: the abolition of Grade 13 departmental examinations, the requirement that all elementary school teachers must have a university degree, and the establishment of an educational television network. These changes are evolutionary rather than revolutionary. Representing less a break with tradition than a logical expansion of it, they are developments that are consistent with the rationale of the system as it has evolved in the course of one hundred and fifty years. This study is concerned with the nature and significance of these changes in relation to the dimensions and organization of the system itself. It describes the system as it exists today, identifies those features of it which are either unique or distinctive, and explains by reference to their historical development how these unusual features have come to occupy their present position. The author also investigates the disadvantages as well as the advantages of the present approach to education in Ontario, pointing out that the system has become such a vast complex that it is exposed to the dangers of fragmentation and compartmentalization. The basic problem is one of co-ordination, which could be remedied by closer liaison between government departments and by the establishment of improved communications between educational institutions. This account is a valuable contribution to the public debate on education in Ontario.

This is the first volume in the Invitation Lecture Series of York University and it is an auspicious beginning. Three leaders in higher education in the United States here present their thoughts on challenging questions of enrolment, curriculum, and standards which today confront the ever expanding universities of North America. Professor Jones describes'The Idea of a University Once More'; Professor Riesman outlines and comments on some significant recent'Experiments in Higher Education'; Professor Ulich discusses a theme which is vitally important for the effect of university education,'Creativity.'

This textbook leads the reader by easy stages through the essential parts of the theory of sets and theory of measure to the properties of the Lebesgue integral. The first part of the book gives a general introduction to functions of a real variable, measure, and integration, while the second part treats the problem of inverting the derivative of continuous functions, leading to the Denjoy integrals, and studies the derivates and approximate derivates of functions of a real variable on arbitrary linear sets. The author considers the presentation of this second part as the main purpose of his book.

This book provides an introduction to the differential geometry of curves and surfaces in three-dimensional Euclidean space and to n-dimensional Riemannian geometry. Based on Kreyszig's earlier book Differential Geometry, it is presented in a simple and understandable manner with many examples illustrating the ideas, methods, and results. Among the topics covered are vector and tensor algebra, the theory of surfaces, the formulae of Weingarten and Gauss, geodesics, mappings of surfaces and their applications, and global problems. A thorough investigation of Reimannian manifolds is made, including the theory of hypersurfaces. Interesting problems are provided and complete solutions are given at the end of the book together with a list of the more important formulae. Elementary calculus is the sole prerequisite for the understanding of this detailed and complete study in mathematics.

This bibliography is the first of a series of studies about higher education in Canada sponsored by the committee on the History of Higher Education in Canada established by the National Conference of Canadian Universities. Among its nearly 4,000 entries are included the books, pamphlets, theses, dissertations, and articles in journals and magazines which supply the context and commentary on the history of Canadian higher education. Part I of the Bibliography provides the context; our universities do not exist in a vacuum—they are part of the economic, political, religious and social life of the community. Part I, therefore, includes a section on Canadian Culture, listing histories of Canada and its provinces, of its religious and social institutions, of its art, its economy, racial groups, relations with other countries. In order to study higher education in relation to other levels of education, another section lists works concerned with educational developments and problems at all levels. Part II lists the works bearing directly on higher education in Canada, and includes sections on History and Organization, Curriculum and Teaching, The Professor, The Student. Entries are arranged in chronological order in all sections in order to present the progressive development of each topic, and a full Index enables easy reference by author. No distinction has been drawn between English- and French-language publications: Chemistry and Chimie are one subject. The relative proportion of English and French entries in a section is often significant as indicating differences in the frequency and importance of particular fields of study in our colleges.

This Supplement to the 1960 Bibliography by Harris and Tremblay adds some 3,500 entries to the approximately 4,000 listed in the first volume, providing a full list of articles, books, pamphlets, and theses bearing on all aspects of higher education in Canada for the period 1959-1963. The organization of the earlier volume has been maintained with slight modifications, and some new sections have been added, including one devoted to institutions which, although they are post-secondary, do not grant degrees; and one which includes plays and novels set wholly or in part in actual or fictitious Canadian universities. (Studies in Higher Education in Canada, No. 3)

Teachers, social workers, psychologists, and sociologists carried out an ambitious, six-year experiment in individual casework and group therapy with potential problem girls in a New York City vocational high school. Conducted in collaboration with Youth Consultation Service, this provocative study provides valuable data on adolescent girls—and raises compelling questions on the extent to which casework can be effective in interrupting deviant careers.

First Published in 1971, An Introduction to the Study of Education is a basic introduction to the curriculum of education which will be of interest to students in colleges of education as well as to sixth formers. The six contributors, all well known in the educational field, consider different aspects of the study of education. J.W. Tibble himself considers the development of the study of education. D.J. Watts contributes a chapter on educational psychology. Anne Dufton looks at the sociology of education, while its history is examined by Malcolm Seaborne and its philosophy by R.F. Dearden. The relationship between theory and practice is considered by Harold Entwistle, and a final chapter, by J.W. Tibble, looks at the curriculum courses available in Britain.

First published in 1942, Testing Results in the Infant School describes an attempt to measure objectively the results of education in Infant schools where children are free to move and speak and play, as compared with schools of a more formal and traditional type. The book explains in detail the variety of tests used, the reasons behind them, and the children's reactions to them. It concludes with an evaluation of the results and suggestions for their bearing on educational practice. It will appeal to those with an interest in the history, theory, and psychology of education.

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.

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 hier.

This book introduces students of education to the elements of educational psychology. It also relates as closely as possible the findings of research to classroom practice. In order to make clear the fundamental processes involved in psychological development, the book starts with a study of the way in which the young child adapts its behaviour to its environment. This study considers some of the key aspects of physical development, mainly the central nervous system. At the same time the way physical growth and psychological development are influenced by the experience of the individual is also discussed. This discussion of development is followed by an examination of the processes of learning, with particular attention paid to the works of Piaget. The salient points of each chapter are brought together in a summary which may be used by the reader to obtain a preliminary overview of the content of the chapter, and as an aid to revision.

First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies. The book reviews systematically the content of twenty-eight reports starting with the Hadow Report of 1926, in terms of developments in educational philosophy, government and administration, social policy and the economics of education. It also analyses the membership and working of the committees. The study is based on historical and organizational analysis. It is concerned not only with what the councils did but takes up the wider questions of the place of such councils and committees in educational government and their relevance for changing assumptions about other ways in which government is advised. This book will be of interest to students of education, pedagogy and public policy.

In the past few years awareness of the importance of educational practices has increased: committees have been established to investigate curricula of study, to solve the problems of administration and to co-ordinate the different levels of the educational system. A significant part of these investigations lies int he comparison of the educational systems of various countries. This topical account provides an overview of Danish education, in particular those parts of it which have special interest to the Anglo-Saxon reader. It deals with the present and past organization of the elementary and secondary schools in Denmark, technical and commercial education, higher education, which in that country is quite distinct from the North American concept of university education, and finally, adult education, a normal part of almost every Dane's life. In this last section the author has replaced the usual formalistic descriptions of organizations of high education with an exposition that gives a view from inside the system. The author believes that'an educational system is a mirror of the society it serves.'His description is based on the assumption that for comparisons in education to be of value they must be studied in the sociological context in which the educational system has developed. With this theme the author presents a broad foundation for the study and comparison of the educational systems and societies of Denmark and Canada.

ArchiMate®, an Open Group Standard, is an open and independent modeling language for Enterprise Architecture that is supported by different tool vendors and consulting firms. ArchiMate provides instruments to enable enterprise architects to describe, analyze, and visualize the relationships among business domains in an unambiguous way. This Pocket Guide is based on ArchiMate® 2.0. It gives a concise introduction to ArchiMate. What’s more, it’s authoritative with material derived from the official ArchiMate documentation.Topics covered include:A high-level introduction to ArchiMate and its relationship to Enterprise ArchitectureThe Business Layer, which includes the modeling concepts relevant in the business domainThe Application Layer, which includes modeling concepts relevant for software applicationsThe Technology Layer, which includes modeling concepts relevant for system software applications and infrastructureThe relationships that the ArchiMate language includes to model the links between elements, and also the relationships to model the cross-layer dependenciesThe Motivation ExtensionThe Implementation and Migration ExtensionThe ArchiMate framework for defining and classifying ArchiMate viewpoints, including a summary of all the viewpoints in the ArchiMate 2.0 StandardThe ArchiSurance Case Study, a fictitious example developed to illustrate use of the Modeling language in the context of the TOGAF Framework

Hundreds were turned away from these lectures given on the day of the installation of Dr. Claude Bissell as President of the University of Toronto. Professor Frye spoke on'Humanities in a New World'; Professor Kluckhohn on'The Scientific Study of Values'; and Professor V.B. Wigglesworth on'Science: Pure and Applied'.

The development and functions of the Department of Education and local school systems, the financing of education, and the educational activities of provincial and federal governments are studied in this volume. The emphasis is on current issues and problems. Dr Fleming delves into the activities of the department since 1965, giving a thorough analysis of the consolidation of local administrative units in 1969. He describes in detail the financing of education, the budgetary practices of the department, and the system of federal and provincial grants. The last section gives a description of every type of educational activity of the provincial and federal governments.

The influence of educational associations is often overlooked in treatises on Ontario's educational system because these groups tend to operate in an informal manner. This volume discusses the various types of educational organizations, their purposes, the scope and nature of their activities, and their contributions to education. It includes professional organizations, and a wide variety of groups with a direct or peripheral interest in education in its broad definition.

This book grew out of Margaret Fletcher's many years'experience with nursery school children. The first edition, reprinted five times following publication in 1958, has proven an extremely useful working guide for both experienced and novice teachers and for parents of nursery school children. This new edition contains an epilogue by Professor Dorothy Millichamp entitled'Preschool Teaching: An Historical Perspective', which concentrates particularly on developments in the 1960s and on the goals of pre-school education in the 1970s. An introduction by Dr Mary L. Northway of the Brora Centre, and an updated, expanded bibliography are other features of this new edition. The author discusses the qualities of the ideal nursery school teacher, and describes how daily life in the school can be planned so that good human relations develop between adults and children. The goals to be sought include the development of independence and the growth of the ability to recognize when help is needed and the willingness to seek and accept it.

This volume deals with innovative developments of many different kinds in the local school systems in the years up to 1970. Information was obtained from a sampling of school boards, including the largest. The major purpose is to show what may be expected from an educational organization that gives local authorities a certain amount of leeway to depart from standard procedures. Innovations in teaching, curricular experimentation, changes in the structure and use of school buildings, and the growth of special services are fully covered.

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.

Post-secondary education is one of the fastest growing segments of the educational system. In this volume the development and activities of universities, colleges of applied arts and technology, and other institutions of post-secondary education are described in detail. The public and private training activities of business and industry are outlined, and government programs for adult retraining described. Dr Fleming traces the origins of the institutes of technology and the college of applied art and technology, and he provides capsule histories of every university in Ontario.

Volume III explores the basic units in the educational system: student, teacher, and school. It examines the aims of education, historically and philosophically, and describes the development of various types of schools. The book provides an analysis of the use of educational media, a description of school buildings and equipment, among many other topics. An important part of the volume is a description of the evolution of the curriculum from the nineteenth century, with a detailed analysis of the changes made in such areas as science, the social sciences, and French.

This volume contains a general introduction to the whole series, followed by seven chapters giving most of the quantitative information in compact form. The introduction discusses some current issues and problems in education: the economic value of education to the individual and to society, the effects of automation, the role of the school in social and emotional development, vocational training and physical development, and the relationship between education and social class. The main body of the text describes the quantitative growth of the educational system and is organized into seven topics: characteristics of the population, school enrollment, the proliferation of educational institutions, university enrolment, enrolment in other post-secondary institutions, and the financing of the system. It contains much specialized statistical material including 46 charts and 225 tables, and will be an excellent work of reference.

There is an old song that goes,'Look down, look down, that lonesome road, before you travel on.'Facing that lonesome road, the adult might travel on. Often, the child can't. During her twenty-year career as a school social worker, Anne Stilwell worked with two thousand'problem'children. She and her husband, professional writer Hart Stilwell, present here twenty-one factual accounts of children who suffered rejection in the public schools. Some of the children in these accounts are unusually bright and some are mentally retarded. They are belligerent and destructive or withdrawn. They are from broken homes or happy homes, from the slums or Middle America. They are blacks, Chicanos, and Anglos. There is only one common denominator among these children—tragedy. Every classroom teacher will gain from this sympathetic evaluation of the problems faced by children in the public schools. No one who reads this book can remain unaware of major areas that call for deep concern on the part of educators and parents. The Stilwells have described school children and their problems and at the same time offered telling portraits of the families of which the youngsters are a part. In the struggle to see that the problem child has a chance to develop and advance within the limits of his or her ability, parents, teachers, administrators, and social workers must work together or all fail. When they fail, the child must walk alone. The authors'objective in presenting these cases is to show what has happened and does happen, and to encourage others to work for change. A prominent educator describes their account as'an exceptionally worthwhile teaching document—stimulating, touching, well written, and honest.'While this book was originally written in 1972, the issue of rejection in the public schools is, sadly, still timely.

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.

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.

|Published in the year 2005, World Yearbook of Education 1972/3 is a valuable contrubtion to the field of Major Works.

First published in 1969. Part of the Social History of Education collection, this is No 8, a history of the origin and progress of adult schools; with an account of some of the beneficial effects already produced on the moral character of the labouring poor (1814). Thomas Pole was born in Philadelphia on the 13th December 1753, visiting England in 1775 where he studied medicine in Maidenhead, Berkshire. He moved to Bristol in 1802 where he was active establishing adult schools for the poor.

Besides the courseware publication (ISBN: 9789401811491), you are advised to obtain the DAMA DMBOK publication (ISBN: 9781634622349). Optionally, you can use the publication Data management: a gentle introduction (ISBN: 9789401805506) as inspiration for examples and quotes about the field of data management. This material is intended to prepare participants for the CDMP exam by DAMA International. The courseware can only be ordered by partners and is based on the current version of the DAMA DMBOK. The material will be updated when new versions of DMBOK are published. DAMA DMBOK is the industry reference for data management. It is published by DAMA International and is currently in its second version. The DMBOK is developed by professionals and can be seen as a collection of best practices. The domain of data management is divided into functional areas which are discussed in terms of definitions (what is it), goals (what are we trying to achieve), steps (what are typical activities), inputs/outputs, and participating roles. Developing and sustaining an effective data management function is far from an easy task. The DMBOK framework is adopted by many organizations as the foundation for their data management function: standardized language and good practices speed up the learning process. After the training, you have an overview of the field of data management, its terminology, and current best practices.

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

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 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.

The threat of utter tragedy does not arise directly out of man's greater mastery over nature, it comes, as Sir James Jeans has so pointedly stated, from the absence of man's moral control over himself. That control can be accomplished only through, and by, education. By the word'education'in this context, I do not mean merely increased expertness. It has to do with man's moral, as well as his intellectual, development. The end of learning is not knowledge but virtue.'Where shall wisdom be found and where is the place of understanding?'is ever a searching entirety. There are those who say that the universities should develop the intellects of their students. Of course, that statement is true but it is not the whole truth. While we despise Hitler's exhortation to German youth,'Think with your blood,'we must bear in mind that it is a proper part of any educational process to help the student to harness his emotions. If by any weird whim of fate we were faced with choosing either first-class brains and second-class characters of second-class brains and first-class characters, surely there could be no doubt about our selection. A weak character not only unfits a man for living in a free society but it also warps the thinking of the most brilliant intellect. I must add that I would be one of the first to oppose strenuously the replacing of tough intellectual effort by evangelistic fervour.

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