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Yasha Gall, Julian Sorell Huxley, 1887-1975
Julian Sorell Huxley, 1887-1975 Yasha Gall Published by Nauka, St. Petersburg, Russia, 2004 Reproduced as an e-book with kind permission of Nauka Science editor: Academician AL Takhtajan Preface by the Science Editor The 20th century was the epoch of discovery in evolutionary biology, marked by many fundamental investigations. Of special significance were the works of AN Severtsov, SS Chetverikov, S Wright, JBS Haldane, G De Beer JS Huxley and R Goldschmidt. Among the general works on evolutionary theory, the one of greatest breadth was Julian Huxley’s book Evolution: The Modern Synthesis (1942). Huxley was one of the first to analyze the mechanisms of macro-evolutionary processes and discuss the evolutionary role of neoteny in terms of developmental genetics (the speed of gene action). Neoteny—the most important mechanism of heritable variation of ontogenesis—has great macro-evolutionary consequences. A Russian translation of Huxley’s book on evolution was prepared for publication by Professor VV Alpatov. The manuscript of the translation had already been sent to production when the August session of the VASKNIL in 1948 burst forth—a destructive moment in the history of biology in our country. The publication was halted, and the manuscript disappeared. I remember well a meeting with Huxley in 1945 in Moscow and Leningrad during the celebratory jubilee at the Academy of Sciences. He was deeply disturbed by the “blossoming” of Lysenkoist obscurantism in biology. It is also important to note that in the 1950s Huxley developed original concepts for controlling the birth rate of the Earth’s population. He openly declared the necessity of forming an international institute at the United Nations, since the global ecosystem already could not sustain the pressure of human “activity” and, together with humanity, might itself die. -
Letters from Arthur Penrhyn Stanley, (NLW MS 12877C.)
Llyfrgell Genedlaethol Cymru = The National Library of Wales Cymorth chwilio | Finding Aid - Letters from Arthur Penrhyn Stanley, (NLW MS 12877C.) Cynhyrchir gan Access to Memory (AtoM) 2.3.0 Generated by Access to Memory (AtoM) 2.3.0 Argraffwyd: Mai 08, 2017 Printed: May 08, 2017 Wrth lunio'r disgrifiad hwn dilynwyd canllawiau ANW a seiliwyd ar ISAD(G) Ail Argraffiad; rheolau AACR2; ac LCSH Description follows NLW guidelines based on ISAD(G) 2nd ed.; AACR2; and LCSH https://archifau.llyfrgell.cymru/index.php/letters-from-arthur-penrhyn-stanley archives.library .wales/index.php/letters-from-arthur-penrhyn-stanley Llyfrgell Genedlaethol Cymru = The National Library of Wales Allt Penglais Aberystwyth Ceredigion United Kingdom SY23 3BU 01970 632 800 01970 615 709 [email protected] www.llgc.org.uk Letters from Arthur Penrhyn Stanley, Tabl cynnwys | Table of contents Gwybodaeth grynodeb | Summary information .............................................................................................. 3 Natur a chynnwys | Scope and content .......................................................................................................... 3 Nodiadau | Notes ............................................................................................................................................. 4 Pwyntiau mynediad | Access points ............................................................................................................... 4 Llyfryddiaeth | Bibliography .......................................................................................................................... -
Tom Brown's Schooldays
TOM BROWN’S SCHOOLDAYS: DISCOVERING A VICTORIAN HEADMASTER IN RUGBY PUBLIC SCHOOL * CORTÉS GRANELL , Ana María Universitat de València Departament de Filologia Anglesa i Alemanya [email protected] Fecha de recepción: 11 de julio de 2013 Fecha de aceptación: 27 de julio de 2013 Título: Los días de escuela de Tom Brown: Descubriendo a un director victoriano en la Escuela Pública Rugby Resumen: Este artículo presenta la hipótesis que Thomas Arnold (1795-1842) mejoró y modeló al niño inglés medio para el Imperio Británico mientras que desempeñaba la función de director en la escuela pública Rugby (1828-1842). El estudio comienza por la introducción de la escuela pública en cuanto a su evolución y causas, además del nacimiento del mito de Arnold. La novela Tom Brown’s Schooldays de Thomas Hughes sirve para desarrollar nuestro entendimiento de lo genuino inglés a través del examen de una escuela pública modelo y sus constituyentes. Hemos realizado un análisis del personaje de Thomas Arnold mediante la comparación de un estudio de caso a partir de la novela de Hughes y dos películas adaptadas por Robert Stevenson (1940) y David Moore (2005). En las conclusiones ofrecemos la tesis que Thomas Arnold sólo pudo inculcar sus ideas por medio del antiguo sistema de los prefectos. Palabras clave: escuela pública, Rugby, Thomas Arnold, Thomas Hughes, inglés, prefecto. * This article was submitted for the subject Bachelor’s Degree Final Dissertation, and was supervised by Dr Laura Monrós Gaspar, lecturer in English Literature at the English and German Studies Department at the Universitat de València. Philologica Urcitana Revista Semestral de Iniciación a la Investigación en Filología Vol. -
Welsh-Medium and Bilingual Education
WELSH-MEDIUM AND BILINGUAL EDUCATION CATRIN REDKNAP W. GWYN LEWIS SIAN RHIANNON WILLIAMS JANET LAUGHARNE Catrin Redknap leads the Welsh Language Board pre-16 Education Unit. The Unit maintains a strategic overview of Welsh-medium and bilingual education and training. Before joining the Board she lectured on Spanish and Sociolinguistics at the University of Cardiff. Gwyn Lewis lectures in the College of Education and Lifelong Learning at the University of Wales, Bangor, with specific responsibility for Welsh language education within the primary and secondary teacher training courses. A joint General Editor of Education Transactions, his main research interests include Welsh-medium and bilingual education, bilingualism and child language development. Sian Rhiannon Williams lectures on History at the University of Wales Institute Cardiff. Her research interests include the history of women in the teaching profession and other aspects of the history of education in Wales. Based on her doctoral thesis, her first book was a study of the social history of the Welsh language in industrial Monmouthshire. She has published widely on the history of Gwent and on women’s history in Wales, and has co- edited a volume on the history of women in the south Wales valleys during the interwar period. She is reviews editor of the Welsh Journal of Education. Janet Laugharne lectures in the Cardiff School of Education, University of Wales Institute Cardiff, and is the School’s Director of Research. She is interested in bilingualism and bilingual education and has written on this area in relation to Welsh, English and other community languages in Britain. She is one of the principal investigators for a project, commissioned by the Welsh Assembly Government, to evaluate the implementation of the new Foundation Stage curriculum for 3-7 year-olds in Wales. -
Download Report
Independent national experts network in the area of adult education/adult skills Full Country Report – United Kingdom Written by Mark Ravenhall October - 2017 Social Europe EUROPEAN COMMISSION Directorate-General for Employment, Social Affairs and Inclusion Directorate E — Skills Unit E.3 — VET, Apprenticeship and Adult Learning Contact: Mantas Sekmokas E-mail: [email protected] European Commission B-1049 Brussels EUROPEAN COMMISSION Independent national experts network in the area of adult education/adult skills Full country report - United Kingdom European Commission Directorate-General for Employment Social Affairs and Inclusion Directorate E - Skills 2018 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. More information on the European Union is available on the Internet (http://www.europa.eu). Luxembourg: Publications Office of the European Union, 2018 © European Union, 2018 Reproduction is authorised provided the source is acknowledged. For any use of materials which are not under the European Union copyright, permission must be sought directly from the copyright holder(s) indicated. 4 CONTENTS 1.0 COUNTRY OVERVIEW ............................................................................................. 6 Key statistical indicators ................................................................................ 6 Progress against Country Specific Recommendations (CSRs) and National Reform Programme ..................................................................................... 12 2.0 BRIEF OVERVIEW OF ADULT LEARNING SYSTEM ..................................................... -
International Colloquium on Education: British and American Perspectives (4Th, Swansea, Wales, United Kingdom, May 22-24, 1995)
DOCUMENT RESUME ED 403 238 SP 037 098 TITLE International Colloquium on Education: British and American Perspectives (4th, Swansea, Wales, United Kingdom, May 22-24, 1995). Proceedings. INSTITUTION Wales Univ., Swansea. Dept. of Education. REPORT NO ISBN-0-90094-438-2 PUB DATE May 95 NOTE 148p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Action Research; *College School Cooperation; Cooperative Learning; Educational Change; *Educational Environment; *Educational Policy; Educational Research; Elementary Secondary Education; English (Second Language); Foreign Countries; Higher Education; High Risk Students; Inservice Teacher Education; *Instructional Leadership; Language Minorities; Mathematics Education; Minority Group Teachers; *Partnerships in Education; Standards; Student Evaluation IDENTIFIERS United States; University of Wales Swansea; University of Wisconsin la Crosse; Wales ABSTRACT This collection of studies represents collaboration between the Departments of Education of theUniversity of Wales Swansea and the University of Wisconsin-La Crosse. The papers are as follows: (1) "Analysing the Social Climate of Schools andClassrooms" (Robert W. Bilby);(2) "Reading Whose World?" (Diane Cannon);(3) "The National Council of Teachers of Mathematics' Standards:Systemic Change for the Twenty-first Century" (M. ElizabethCason); (4) "Developing Baseline Assessment: A Useful Tool or.a NecessaryEvil?" (Gill Harper-Jones);(5) "A Critical Analysis of Identification, Evaluation, Placement and Programming Processes for Studentsin the United States Who Are Identified as Having ExceptionalNeeds" (Hal Hiebert); (6) "The Effects of Recent Government Policy on the Provision of English Language Instruction for Children ofEthnic Minorities in South Wales" (Graham Howells); (7) "Cooperative Learning in the Workshop: Integrating Social Skills, GroupRoles and Processing to Facilitate Learning in the Integrated Language Arts Classroom" (Carol A. -
Brave New World Book Notes
Brave New World Book Notes Brave New World by Aldous Huxley The following sections of this BookRags Literature Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare & Contrast, What Do I Read Next?, For Further Study, and Sources. (c)1998-2002; (c)2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". (c)1994-2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". (c)1994-2005, by Walton Beacham. All other sections in this Literature Study Guide are owned and copyrighted by BookRags, Inc. Contents Brave New World Book Notes ...................................................................................................... 1 Contents ..................................................................................................................................... -
Parents' Guide
Parents’ Guide to education services in Wrexham 2021/22 wreiliaml'f COUNTY8DIIOUGH C0UNC1l CYNGOll~STRB=SIIIIOL Parents’ Guide to Education Services in Wrexham I 2021/22 Contents Letter from the Chief Oficer Education and Early Intervention 3 Introduction 4 School Prospectus Availability 4 Equality, Human Rights and Diversity 4 Admission to School 5 Admissions Timetable 5 Transition to Secondary School 6 Nursery Education 7 Primary Education 7 Secondary Education 7 Welsh Medium Education 7 Foundation Schools 8 Denominational Schools (Voluntary Controlled) 8 Denominational Schools (Voluntary Aided) 8 Additional Learning Needs/Additional Learning Provision 9 Policy and Procedures for Admission to Schools 10 Admission Forum/Consultation 10 Admission Procedure 11 Equal Preferences 11 Care of a Child 12 Parental Responsibility 12 Admission Arrangements 13 Over-Subscription Criteria 13 Terms/Definitions Used in Over-subscription Criteria 14 Admission to Schools in Other LAs and Independent Schools 18 Admissions to Funded Early Education for 3 year olds in Wrexham 19 Eligibility 19 Give your child the best start 19 How it works 20 How to apply for Funded Early Education 20 30 hour childcare 22 Admission to Schools Maintained by the LA 23 Nursery Education 23 Maintained Primary School Admission – Admission to Reception 23 Admission to Secondary School in Wrexham County Borough 24 Appeals 24 Transfer Between Schools Outside of Normal Admission Times 25 Public Qualifications 25 1 Parents’ Guide to Education Services in Wrexham I 2021/22 Education After Compulsory School Age 25 School Leaving Dates 25 Denominational Schools Admissions Policies 2021-2022 26 Catholic Primary Schools 26 St. Anne’s Catholic Voluntary Aided Primary School 26 St. -
THE ECONOMIC IMPACT of INTERNATIONAL STUDENTS in WALES
THE ECONOMIC IMPACT of INTERNATIONAL STUDENTS in WALES November 2015 Ursula Kelly Iain McNicoll James White Viewforth Consulting Ltd Table of Contents Summary ............................................................................................................................................... 2 1. Introduction .................................................................................................................................... 3 Background to the study ................................................................................................................. 4 Methodology and data sources ...................................................................................................... 4 2. International students in Wales .................................................................................................. 6 Profile and characteristics of student population ......................................................................... 6 Non EU students at Welsh Universities ........................................................................................ 9 EU students studying in Wales .................................................................................................... 11 3. International Students and the Welsh Economy ................................................................... 12 International Export Earnings ....................................................................................................... 12 Estimates of money paid to the universities by international -
Hughes & Davies: Childhood Poverty in Wales and Its Implications for Schools
HUGHES & DAVIES: CHILDHOOD POVERTY IN WALES AND ITS IMPLICATIONS FOR SCHOOLS - A SURVEY OF TRAINEE TEACHERS’ PERCEPTIONS Childhood poverty in Wales and its Teacher Education Advancement implications for schools - a survey of trainee Network Journal teachers’ perceptions Copyright © 2019 University of Cumbria Vol 11(1) pages 25-36 Sioned Hughes and Geraint Davies University of Wales Trinity Saint David Abstract With a third of all pupils in Wales in poverty it is essential that trainee teachers in the principality understand the nature of poverty and develop a practical understanding of how best to deal with its negative effects. In order to explore trainee teachers’ perceptions of these issues a detailed questionnaire was completed by 94 of the 96 third year trainee teachers on a BA in Primary Education with QTS programme at a university in Wales. The data revealed a mature understanding of the main issues. Childhood poverty was seen by the respondents as a state of material, educational and emotional deprivation which prevents children and young people from developing their potential as individuals and from developing into fully active members of society. The respondents felt that schools had a central role to play in tackling the negative effects of poverty and that there were a range of positive measures that all schools needed to take in order to achieve this. The data also revealed that there were some practical areas related to combating childhood poverty which the respondents were yet to gain full confidence in tackling. The survey has significant implications for all those concerned with childhood poverty and initial teacher education in Wales and beyond. -
After PISA: a Way Forward for Education in Wales? David Egan | January 2017
After PISA: A way forward for education in Wales? David Egan | January 2017 Contents Executive Summary ................................................................................................. 2 1. Introduction: Education in Wales since Devolution .......................................... 3 1.1. From ‘The Learning Country’ to ‘the GERM’ .................................................... 3 1.2. Progress and consequences ............................................................................ 5 1.3. The state of the nation ..................................................................................... 7 2. The Challenge ....................................................................................................... 9 2.1. An inequitable education system ..................................................................... 9 2.2. The ecology of poverty in Wales .................................................................... 10 2.3. Welsh Government strategies for tackling the impact of poverty ................... 11 3. Back to the Learning Country ........................................................................... 13 3.1. A new model of school improvement ............................................................. 13 3.2. Reducing the impact of poverty ...................................................................... 14 3.3. The Role of Families ...................................................................................... 15 3.4. The importance of communities .................................................................... -
People Influential in the Development of Outdoor Activities
APPENDIX A PEOPLE INFLUENTIAL IN THE DEVELOPMENT OF OUTDOOR ACTIVITIES – 1. Arnold-Brown Family – 2. Arnold-Forster Family – 3. Spencer Chapman – 4. F.R.G. Chew – 5. Marina Ewald – 6. James Hogan – 7. Lawrence Holt – 8. Commander Lewty – 9. Jack Longland – 10. George Mallory – 11. John Newsom – 12. Professor Sir Percy Nunn – 13. Admiral Herbert Richmond – 14. Trevelyan Family – 15. Geoffrey Winthrop-Young – 16. Jocelin Winthrop-Young O.B.E. – 17. Zimmermann Family 79 APPENDIX A 1. ARNOLD-BROWN FAMILY Adam Arnold-Brown started as a student at Gordonstoun in September 1934 (A. Arnold-Brown, 1962). During the Second World War he was stationed for a time at the Highland Field Training Centre at Glenfeshie in the Cairngorms (Arnold- Brown, 1962). In 1950, he became the first Warden of Outward Bound Eskdale in the Lake District (Arnold-Brown, 1962). Prior to joining Gordonstoun A. Arnold-Brown had been a student at Abbotsholme (Arnold-Brown, 1962). He probably went there because his father, Robert Arnold- Forster, was an ex-student of the school and was on Abbotsholme’s executive comm- ittee (Arnold-Brown, 1962). Unusually R. Arnold-Brown was sent to Abbotsholme at the insistence of his sister Lillian, rather than his parents (Arnold-Brown, 1962). His sister later married Sir Patrick Geddes (Arnold-Brown, 1962), educational inno- vator, supporter of Abbotsholme and friend of Abbotsholme’s founder Cecil Reddie (see chapter 4). R. Arnold-Brown was also one of the Abbotsholme students who met Hahn in the Alps in 1902 and gave him the book Emlohstobba which Lietz had written about Abbotsholme and which influenced Hahn’s life (Arnold-Brown, 1962) – see Chapter 1.