Relevant bibliographies by topics / Junee Primary School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Junee Primary School'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Junee Primary School"

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Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.

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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.
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Aspinall, W. P., R. S. J. Sparks, M. J. Woodhouse, R. M. Cooke, and J. H. Scarrow. "Pupils returning to primary schools in England during 2020: rapid estimations of punctual COVID-19 infection rates." Royal Society Open Science 8, no. 9 (September 2021): 202218. http://dx.doi.org/10.1098/rsos.202218.

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Drawing on risk methods from volcano crises, we developed a rapid COVID-19 infection model for the partial return of pupils to primary schools in England in June and July 2020, and a full return in September 2020. The model handles uncertainties in key parameters, using a stochastic re-sampling technique, allowing us to evaluate infection levels as a function of COVID-19 prevalence and projected pupil and staff headcounts. Assuming average national adult prevalence, for the first scenario (as at 1 June 2020) we found that between 178 and 924 [90% CI] schools would have at least one infected individual, out of 16 769 primary schools in total. For the second return (July), our estimate ranged between 336 (2%) and 1873 (11%) infected schools. For a full return in September 2020, our projected range was 661 (4%) to 3310 (20%) infected schools, assuming the same prevalence as for 5 June. If national prevalence fell to one-quarter of that, the projected September range would decrease to between 381 (2%) and 900 (5%) schools but would increase to between 2131 (13%) and 9743 (58%) schools if prevalence increased to 4× June level. When regional variations in prevalence and school size distribution were included in the model, a slight decrease in the projected number of infected schools was indicated, but uncertainty on estimates increased markedly. The latter model variant indicated that 82% of infected schools would be in areas where prevalence exceeded the national average and the probability of multiple infected persons in a school would be higher in such areas. Post hoc , our model projections for 1 September 2020 were seen to have been realistic and reasonable (in terms of related uncertainties) when data on schools' infections were released by official agencies following the start of the 2020/2021 academic year.
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McFARLAND, N., M. DRYDEN, M. RAMSAY, R. S. TEDDER, and S. L. NGUI. "An outbreak of hepatitis A affecting a nursery school and a primary school." Epidemiology and Infection 139, no. 3 (June 29, 2010): 336–43. http://dx.doi.org/10.1017/s0950268810001433.

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SUMMARYBetween March and June 2008, 12 cases of hepatitis A were notified in Winchester. Cases were from a primary school and a nursery school with no direct linkage. Hepatitis A virus (HAV) RNA sequenced from nine cases confirmed the strain in both schools to be identical. The outbreak could have affected three other schools and a maternity unit and was controlled by immunization and screening of neonates in the maternity unit by dried blood spots. No neonates were infected and no further cases were reported until 5 months later when the index case's mother became infected with same strain of virus associated with the outbreak despite vaccination. Neither the source of the outbreak or the subsequent infection of the index case's mother was identified; however, with the timing of the cases continued transmission in the community by children with asymptomatic infection or a recurrent source cannot be ruled out.
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Htun, Ye Minn, Kay Thi Lwin, Nwe Nwe Oo, Kyaw Soe, and Than Tun Sein. "Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar." South East Asia Journal of Public Health 3, no. 1 (January 18, 2014): 24–29. http://dx.doi.org/10.3329/seajph.v3i1.17707.

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Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students’ health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707
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Humaira Khan, Hadiqa Adnan, Sara Qayyaum, Hajar Jamshaid, Rabiya Tahir, and Qurat-ul-Ain. "Association of Heavy School Bags with Musculoskeletal Discomfort among Primary School Children of Islamabad, Pakistan." Journal of Islamabad Medical & Dental College 10, no. 1 (March 31, 2021): 358–64. http://dx.doi.org/10.35787/jimdc.v10i1.492.

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Background: Musculoskeletal disorders, an increasing concern among school going children, primarily affect muscles and tendons. They lead to secondary damage to nerves and joints in the neck, upper back, shoulders, arms, and hands, etc. The objective of this study was to determine the association of carrying heavy school bags with musculoskeletal discomfort among primary school children in government schools of Islamabad, Pakistan. Material and Methods: This cross-sectional survey was conducted in different government schools of Islamabad, Pakistan from June 2018 to November 2018. After an informed consent from parents, 377 healthy school going children aged 6-14 years were included in this study. Data was collected through Backpack Questionnaire. Chi square test was used to compare the frequency of musculoskeletal discomfort with demographic characteristics and backpack-related features. P-value less than .05 was considered statistically significant. Results: Mean age of the school children was 9.49 ± 1.53 years with 179 (46.9%) male and 203 (53.1%) female students. Majority of students (89.8%) were found with school bags more than 15% of their body weight. Shoulder pain was the most commonly reported complaint (67.3%). There was a significant association between pain and perceived backpack weight (P=.001), and between pain and self-perceived posture (P=.001). Leaning forward (66.2%) was the most commonly adopted posture followed by leaning sideways (15.4%) and stooping (2.9%), respectively. The association between pain and duration of carrying backpack from home to school was insignificant (P=.055) in contrast to pain and duration of carrying bag from school to home (P=.007), respectively. Conclusions: Musculoskeletal discomfort was found commonly among primary school children with shoulder pain being the most frequent, as maximum students were carrying heavy school bags.
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Ghimire, Sasmita. "Knowledge of Primary School Teacher Regarding Learning Disabilities in School Children." Journal of Nobel Medical College 6, no. 1 (August 22, 2017): 29–35. http://dx.doi.org/10.3126/jonmc.v6i1.18084.

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Background: Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. Children with learning disability can succeed in school and can have successful career in life if right support and intervention is provided to them.Material & Methods: Quantitative approach with Descriptive crosssectional design was used to assess the knowledge of primary school teachers. A structured knowledge questionnaire was developed focusing on learning disabilities. The study was carried out in 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique. Structured knowledge questionnaire was used to collect needed data on knowledge of primary school teachers. The data collected were tabulated and analyzed by using descriptive and inferential statistics.Results: Majority, 79 (52.67%) of the primary school teachers had moderately adequate knowledge and 71 (47.33%) had inadequate knowledge regarding learning disabilities. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching.Conclusion: The school teachers have inadequate knowledge regarding learning disabilities. The teachers play an important role in identifying learning disabilities in school children at initial state. The children with learning difficulties should be helped at early stage and proper training and guidance should be provided to them.Journal of Nobel Medical CollegeVolume 6, Number 1, Issue 10 (January-June, 2017), Page:
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Ulyte, Agne, Thomas Radtke, Irène A. Abela, Sarah R. Haile, Julia Braun, Ruedi Jung, Christoph Berger, et al. "Seroprevalence and immunity of SARS-CoV-2 infection in children and adolescents in schools in Switzerland: design for a longitudinal, school-based prospective cohort study." International Journal of Public Health 65, no. 9 (October 15, 2020): 1549–57. http://dx.doi.org/10.1007/s00038-020-01495-z.

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Abstract Objectives This longitudinal cohort study aims to assess the extent and patterns of seroprevalence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibodies in school-attending children, and their parents and school personnel. It will examine risk factors for infection, the relationship between seropositivity and symptoms, and temporal persistence of antibodies. Methods The study (Ciao Corona) will enroll a regionally representative, random sample of schools in the canton of Zurich, where 18% of the Swiss population live. Children aged 5–16 years, attending primary and secondary schools, and their parents and school personnel are invited. Venous blood and saliva samples are collected for serological testing in June/July 2020, in October/November 2020, and in March/April 2021. Bi-monthly questionnaires will cover SARS-CoV-2 symptoms and tests, health, preventive behavior, and lifestyle information. Hierarchical Bayesian logistic regression models will account for sensitivity and specificity of the serological tests in the analyses and complex sampling structure, i.e., clustering within classes and schools. Results and conclusions This unique school-based study will allow describing temporal trends of immunity, evaluate effects of preventive measures and will inform goal-oriented policy decisions during subsequent outbreaks. Trial registration ClinicalTrials.gov Identifier: NCT04448717, registered June 26, 2020. https://clinicaltrials.gov/ct2/show/NCT04448717.
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Darge, Haile Fentahun, Getahun Shibru, Abiy Mulugeta, and Yinebeb Mezgebu Dagnachew. "The Prevalence of Visual Acuity Impairment among School Children at Arada Subcity Primary Schools in Addis Ababa, Ethiopia." Journal of Ophthalmology 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/9326108.

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Background. Visual impairment and blindness are major public health problems in developing countries where there is no enough health-care service. Objective. To determine the prevalence of visual impairment among school children. Materials and Methods. A school-based cross-sectional study was conducted between 15 June 2015 and 30 November 2015 at Arada subcity primary schools, Addis Ababa, Ethiopia. Two schools were selected randomly, and 378 students were screened from grades 1 to 8 using systematic random sampling method. Snellen chart was used for visual acuity test. Students who had visual acuity of ≤6/12 were further examined by an ophthalmologist to diagnose the reason for low vision. Data was analyzed using SPSS version 20. Results. A total of 378 students were screened, and 192 (50.8%) were females and the remaining 186 (49.2%) were males. The prevalence of visual impairment (VA) of ≤6/12 on either eye was 5.8%, VA < 6/18 on either eye was 1.1%, and VA < 6/18 on the better eye was 0.53%. In this study, color blindness [OR: 19.65, 95% CI (6.01–64.33)] was significantly associated with visual acuity impairment. Conclusion. The prevalence of visual impairment among school children in the study area was 5.8% and school screening is recommended.
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Martins de Sousa, Eusébio José, and Ana Isabel Santos. "Educational Approximations Between Preschool and Primary School: The Perspective of Kindergarten and Primary School Teachers." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 14. http://dx.doi.org/10.36941/jesr-2021-0073.

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This article aims to understand how a group of preschool and primary school teachers view the process of educational transition between these two educational contexts, considering the consequences that these moments have on the children's school career and on their own personal and social experience, and that teachers play a key role as links between both. Methodologically, this research is based on the collection of information through a questionnaire survey, with open and closed questions, filled in by 20 preschool educators and 20 primary school teachers from the Autonomous Region of the Azores, Portugal. The collected data were analyzed quantitatively and qualitatively. The results obtained allow us to conclude that there are specific differences in the way preschool teachers and primary school teachers look at educational transition, although both consider it as an important aspect of the children's educational path, highlighting the need for a closer relationship between both in the construction of a process that is intended to be continuous and smooth. Received: 8 April 2021 / Accepted: 5 June 2021 / Published: 8 July 2021
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Brown, Jonathan, Carrie McLennan, Daniela Mercieca, Duncan P. Mercieca, Derek P. Robertson, and Eddie Valentine. "Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown." Education Sciences 11, no. 3 (March 21, 2021): 136. http://dx.doi.org/10.3390/educsci11030136.

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This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.
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Dissertations / Theses on the topic "Junee Primary School"

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Hawthorne, Wendy, and n/a. "Classroom encounters and mathematics curriculum change : a single-site school improvement study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060720.152732.

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In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking his involvement in a project aimed to assist teachers at the school with their mathematics teaching. In addition to the planned involvement in 1987 of this mathematics educator, the school was also to be a pilot school for the trialling of a strand of the New South Wales Education Department's Draft Mathematics Curriculum and a participating school in the numeracy component of the federal government's Basic Learning in Primary Schools program. This study documents the mathematics education activities which involved Junee Primary School teachers in 1987. It focuses on the RMIHE involvement in the school but considers this in the context of broader mathematics curriculum activity. The process of change is described within a theoretical framework derived from a review of relevant literature. The research methodology employed is fundamentally ethnographic and relies on the collection of qualitative data to derive descriptions of people and events. The data analysis relates to curriculum change, the role of the change agent and the role of mathematics educators in school mathematics programs. A discussion of outcomes highlights the strengths of an approach to curriculum change which had its genesis in the school rather than in some external agency. The generation of problems and issues and the resolution of these are features of the analysis which tracks the progress towards professional development autonomy of one group of teachers.
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Books on the topic "Junee Primary School"

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Biercamp, I. Bramhope Primary School ... Leeds ...: Dates of inspection 11th -13th June 1996 : inspection carried out under Section9 of the Education (Schools) Act 1992. [London]: Ofsted, 1996.

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Biltcliffe, David. Inspection under Section 9 of the Education (Schools) Act 1992: Cookridge Primary School...Cookridge, Leeds...datesof inspection 19-23 June 1995. [London]: Ofsted, 1995.

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Clarke, J. Inspection under Section 9 of the Education (Schools) Act 1992: Beeston Primary School... Leeds... : dates of inspection 12 - 16 June 1995. [London]: Ofsted, 1995.

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Perkin, Richard. Whingate Primary School, ... Leeds ...: Dates of inspection 30 June-3 July 1997. [London]: Ofsted, 1997.

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Great Britain. Scottish Education Department. Inspectors of Schools. Kinlochleven Primary School and nursery school, The Highland Council: Report of an inspection by HM Inspectors of schools 20 June 2000. Edinburgh: Scottish Education Department, 2000.

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Mayhew, M. Inspection report [on] Moortown Primary School: Dates of inspection 29th June-2nd July 1998. [London]: Ofsted, 1998.

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Murphy, L. Inspection report [on] Robin Hood Primary School: Dates of inspection 15-18th June 1998. [London]: Ofsted, 1998.

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Parry, E. Inspection report [on] Ingram Road Primary School, Holbeck: Dates of inspection 2-6 June 1997. [London]: Ofsted, 1997.

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Ashman, Ray. Hawkesworth Wood Primary School, Leeds...: Reporting inspector Ray Ashman : dates of inspection June 29th - July 2nd 1998. [London]: Ofsted, 1998.

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Great Britain. Department of Education for Northern Ireland. Report of a focused inspection in Victoria Primary School, Carrickfergus, inspected: June 1999. Bangor: Department of Education for Northern Ireland, 1999.

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Book chapters on the topic "Junee Primary School"

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Kim, Hayin. "Managing the Growth of Community Schools." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0023.

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Essential to a community school’s success is a committed partnership among the school and school district, community organizations, and parents—a partnership that makes students’ academic success a shared responsibility and a shared goal. These partners come together to provide three key sets of supports and opportunities: (1) a strong, coherent core instructional program during the regular school day; (2) supports and services that address and seek to remove barriers to learning; and (3) enrichment opportunities during nonschool hours that build students’ motivation and capacity to succeed in school. Table 11.1 illustrates this concept through a graphic representation of supports and opportunities offered by New York community schools. After the early success of the work at Intermediate School (IS) 218 and Primary School (PS) 5 in Washington Heights, The Children’s Aid Society (CAS) received scores of requests from principals around New York City who wanted their schools to become CAS community schools. Deciding how to respond to these requests became a major issue for CAS, because our intention from the beginning was to enter into a long-term partnership with each school—which meant that the agency was committing itself to sustaining each partnership for multiple years, if not forever. The financial implications of each decision were clear: we needed to build slowly and carefully, with a view toward long-term sustainability. In our strategic plans and discussions with CAS trustees and funders, managing the growth of community schools was an explicit goal. Furthermore, we recognized that implementation of the CAS community school model must focus on adaptation, not replication. This meant that, as we added schools (at the rate of roughly one per year), we would conduct a local needs and resource assessment and make a plan that was responsive to the unique assets and needs of each school and its surrounding community. From March 1992 through June 2003, CAS worked in close partnership with the New York City public schools to develop ten community schools—five in the Washington Heights neighborhood of northern Manhattan, two in East Harlem (also in Manhattan), and three in the South Bronx.
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Errani, Paola. "I codici si mostrano Esperienze nella Biblioteca Malatestiana." In Oltre le mostre. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-466-0/004.

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The Biblioteca Malatestiana was founded in 1452 by Malatesta Novello, lord of Cesena. Since then not only its architecture, but also its furniture and manuscripts have been perfectly preserved. Therefore visitors can still admire its manuscripts in their original setting. In order to meet the educational needs of pupils and students for many years we offered special events, including guided tours and laboratories, specifically designed for primary schools, secondary schools and universities. Since 2014 we joined the Associations of Friends of the Malatestiana Library in organizing lectures concerning individual manuscripts, which during the lectures were exposed to the audience. Since 2016 visitors can get an experience of the ordinary maintenance and conservation treatment of manuscripts: once a month from March to June they have the opportunity to look at book and paper conservators at work. Besides, we experimented special guided tours for blind persons, who were allowed to touch the various parts of manuscripts (i.e. the chain, the cover, the two sides of the parchment leaves).
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Gupta, Sumeet, Sanjib Pal, and Saket Ranjan Praveer. "Supply Chain Management for NGOs." In Cases on Supply Chain and Distribution Management, 330–47. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0065-2.ch015.

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This chapter documents the supply chain management practices at The Akshaya Patra Foundation (TAPF), a not-for-profit organization, which began operations in June 2000 by feeding 1500 children in 5 schools in Bangalore (Massachusetts Medical Society, n.d.). On November 28, 2001 the Supreme Court of India passed an order which mandated that: “A cooked mid-day meal is to be provided in all the government and government-aided primary schools in all the states.” Akshaya Patra was called in to give testimonies to the Supreme Court in order to implement the mandate. With the partnership of the Government of India and various State Governments as well as the generosity of thousands of supporters, it has grown from a small endeavor to a mammoth force that stretches across the country. Now Akshaya Patra is the world’s largest Non-Governmental Organization, providing a free midday meal to 1.2 million underprivileged children in India (Akshaya Patra India, n.d.). It houses one of the finest technologies, and its kitchen operations are exemplary. The case specifically discusses its operations in Bhilai (Chhattisgarh State), India’s Steel City, where it provides free meals to around 31,768 children in about 156 schools around Bhilai.
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Chandra Kashyap, Gyan, Praveen Chokhandre, and Shri Kant Singh. "Responsiveness of Occupational Health Risk and Preventive Measures Practice by the Workers Employed in Tannery Occupation in Kanpur, India." In Occupational Health [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95110.

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Occupational health covers all aspects of health and safety in the workplace and has a strong focus on primary prevention of hazards. The objective of the study was to understand the extent of awareness about occupational health risks involved in tannery occupation and adopted preventive measures by the tannery workers of Kanpur, India. Information for the present research was strained from a cross-sectional household study of tannery workers in the Jajmau area of Kanpur. The survey was piloted through the period January–June 2015, and 284 samples were collected. The prevalence of awareness of tannery work is very hazardous in nature varies from 73–93% among the tannery workers. Tannery workers having a middle-school level of education were 3.01 times more likely to be aware of the hazards as compared to the illiterate workers. Tannery workers aged 36 and above were less likely to aware of a hazardous work environment. Further, tannery workers who belong to the younger cohort (16–24 years) reported a higher awareness of respiratory problems (38%), skin complaints (59%), and gastrointestinal issues (21%) than those aged 36 years and above. About one-third of Beam house workers (33%) and over a quarter (26%) of the wet finishing had moderate to high dermal contact with the chemicals. The study’s outcomes give a clear indication of the effect of the workstation environment on the health status of workers and require the use of adequate measures to improve the facilities and thereby the health status of tannery workers.
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Emsley, John. "Severin Klosowski alias George Chapman." In The Elements of Murder. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780192805997.003.0017.

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Severin Klosowski was born on the morning of 14 December 1865 in the village of Nagornak near Kolo in part of Russian-occupied Poland. He died 38 years later, as George Chapman, on the morning of 7 April 1903 in London, hanged for poisoning three of his partners with antimony in a way that was long and painful but which made it appear they were dying of natural causes. What is rather unusual about these murders were the many witnesses to the way that he carried them out. Antonio Klosowski was 30 and his wife Emilie 29 when their son Severin was born. They were Roman Catholics, and Antonio was the village carpenter. When he was seven years old, on 17 October 1873, Severin started primary school, which he attended for the next seven years, leaving on 13 June 1880, with a good final report. Later that year, on 1 December, he was apprenticed to Moshko Rappaport, in Zwolen, 90 km south of Warsaw. Rappaport would train him to be a feldscher, an occupation combining the roles of barber and minor surgeon. This qualification would allow him to perform small operations by himself, or to assist major surgery carried out by a fully qualified surgeon. In the summer of 1885, when he was 19, Severin left Zwolen and, armed with a good reference from both his employer and a local doctor, he set off for Warsaw with the idea of becoming a fully qualified surgeon. To finance himself through his studies he took a job as an assistant to a barber-surgeon in the suburb of Praga, and that October he enrolled for a three-month course in practical surgery at the Hospital of Infant Jesus nearby. In January 1886 Severin took a job as an assistant surgeon to a D. Moshkovski and continued working thus until 15 November that year. The following month he came of age: that allowed him to apply for a passport and he was also allowed to sit the entrance examination for the degree of Junior Surgeon at the Imperial University.
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Schrader, P. G., Neal Strudler, Loretta Asay, Terra Graves, Shawn L. Pennell, and Sara Stewart. "The Pathway to Nevada's Future." In Adult and Continuing Education, 1073–87. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch061.

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An online, statewide technology professional development project was implemented for middle school teachers in Nevada. This document reports the preliminary findings associated with the planning, development, and implementation of Module 1 of the Pathway to Nevada's Future project. Baseline data, participant characteristics, findings, and results from participation in Module 1 are reported. Data sources include online surveys, online discussions, and informal interviews of project personnel. During the planning phase, the milestones outlined in the grant proposal were accomplished. In terms of project implementation, Module 1 was designed, developed, and implemented. A schedule for Module 2 was developed for the summer and implemented during June and July 2010. At the beginning of Module 1, base-line data were collected and examined to describe the general profile of Pathway participants. Overall, these data suggested that the population of participants was an appropriate cross section of Nevada teachers. Participants indicated that they held a high opinion of the role of technology in the classroom and reported being moderately skilled in technology use. There were many areas, however, in which they were not skilled and had room to benefit from the planned modules. Overall, the group was well suited to interact with the professional development materials, provide formative feedback for refining the modules, and apply their learning in classrooms across Nevada. Module 1 primarily involved an overview of resources, tools, and strategies intended for a variety of settings. Activities ranged from conceptual readings, webinars, videos, and discussions, to hands-on assignments that exposed participants to a range of tools. Results indicated that participants significantly increased in their knowledge, attitudes, and self-efficacy associated with technology and technology integration. However, analysis of progress, assignments, and online discussions indicated that the amount of material was overwhelming for the majority of participants. As a result, adjustments to the delivery of Module 1 were implemented during the professional development. These modifications were also implemented in subsequent Modules, allowing participants to explore applications of interest at a deeper level.
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Campbell-Kelly, Martin. "ACE." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0030.

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In October 1945 Alan Turing was recruited by the National Physical Laboratory to lead computer development. His design for a computer, the Automatic Computing Engine (ACE), was idiosyncratic but highly effective. The small-scale Pilot ACE, completed in 1950, was the fastest medium-sized computer of its era. By the time that the full-sized ACE was operational in 1958, however, technological advance had rendered it obsolescent. Although the wartime Bletchley Park operation saw the development of the electromechanical codebreaking bombe (specified by Turing) and the electronic Colossus (to which Turing was a bystander), these inventions had no direct impact on the invention of the electronic storedprogram computer, which originated in the United States. The stored-program computer was described in the classic ‘First draft of a report on the EDVAC’, written by John von Neumann on behalf of the computer group at the Moore School of Electrical Engineering, University of Pennsylvania, in June 1945. The report was the outcome of a series of discussions commencing in the summer of 1944 between von Neumann and the inventors of the ENIAC computer—John Presper Eckert, John W. Mauchly, and others. ENIAC was an electronic computer designed primarily for ballistics calculations: in practice, the machine was limited to the integration of ordinary differential equations and it had several other design shortcomings, including a vast number of electronic tubes (18,000) and a tiny memory of just twenty numbers. It was also very time-consuming to program. The EDVAC design grew out of an attempt to remedy these shortcomings. The most novel concept in the EDVAC, which gave it the description ‘stored program’, was the decision to store both instructions and numbers in the same memory. It is worth noting that during 1936 Turing became a research student of Alonzo Church at Princeton University. Turing came to know von Neumann, who was a founding professor of the Institute for Advanced Study (IAS) in Princeton and was fully aware of Turing’s 1936 paper ‘On computable numbers’. Indeed, von Neumann was sufficiently impressed with it that he invited Turing to become his research assistant at the IAS, but Turing decided to return to England and subsequently spent the war years at Bletchley Park.
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Conference papers on the topic "Junee Primary School"

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Sezer, Tufan Aslı, Aslıhan Öztürk, and Figen Işık Esenay. "OC68 The backpack weights of primary school students and their backpack use status." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.65.

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Moisescu, Petronel Cristian, and Raluca Madalina Burlui. "Study on the Influence of Coordinative Capacities on Motor Performance of Primary School Students." In 4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th - 8th June, 2019. LUMEN Publishing house, 2020. http://dx.doi.org/10.18662/lumproc/sec-iasr2019/28.

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Irina, Elena-Roxana. "How Can We Form the self-image of Students from Primary School by Receiving the Literary Text." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/13.

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One of the premises that determines the research topic is that the methodologies for forming the self-image of the students of the primary classes in the process of receiving the literary text are not sufficiently known, systematized, valorized, applied. In addition, the literary text with its dual function of psychological and pedagogical resource is used in the educational approach more as a moral value. The emotional aspect, probed in the theories of art or more specifically of artistic literary education, which contributes to the development of the respective intelligence is less valued by teachers. The "poor" emotional intelligence developed at the students, the problems of the self-image made us preoccupied about this problem. The purpose of the research aims to reveal some methods corresponding to the literary-artistic education for the formation of the self-image of the students of the primary school in the process of receiving the literary text. The research aims to establish the psycho-pedagogical and literary-artistic landmarks for the formation of the self-image of the students of the primary school in the process of receiving the literary text; studying the practical situation regarding the formation of the student's self-image; applying questionnaires to investigate the student's self-image; highlighting, in the process of the pedagogical experiment, the tendencies and the particularities of forming the self-image of the student, as well as the validation of the formative approach within the control phase; creating opportunities to introduce didactic technologies specific to the system of literary-artistic activities for the formation of the student's self-image. Expected results: a comparative analysis of the curriculum and book of Romanian language and literature, 3rd / 4th grades in Romania and in the Republic of Moldova, regarding the existence of the competences / contents that lead to the formation of the self-image of the students, two lots (one experimental and one control) of 100 students from the 3rd / 4th grades from Romania and from the Republic of Moldova, on which questionnaires on the self-image will be applied, an optional curriculum Read and get to know yourself! for the 3rd / 4th grades, which aims at forming the self-image of the primary students in the process of receiving the literary text, an auxiliary for the 3rd / 4th graders and a guide for the teaching staff the optional class, with different contents aimed at forming the self-image of the students of the primary classes in the process of receiving the literary text, a training program and the course support, approved by the Ministry of National Education of Romania, 25 trained teachers. The research runs from November 2020 to June 2021.
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Nurharsono, Tri, Tandiyo Rahayu, Sulaiman Sulaiman, and Mugio Hartono. "Development of Physical Education Teaching Model Section at Lower Class of Primary School Using TPSR." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290388.

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NICOLESCU, Bogdan N., and Tudor C. PETRESCU. "On the Holistic Approach of the Primary School’s Mathematics Curriculum." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.31.

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BLOJU, Cristina Loredana. "The Role of Active-Participative Methods in the Teaching and Learning of Morphology in Primary School." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.5.

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Budiarta, I. Wayan, and Ni Wayan Kasni. "Application of the ESA (Engage, Study, Activate) Method in English Teaching for First Grade Students in Primary Schools." In Proceedings of the 2nd Warmadewa Research and Development Seminar (WARDS), 27 June 2019, Denpasar-Bali, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.13-12-2019.2298903.

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Yuwono, Cahyo, Tandiyo Rahayu, Sulaiman Sulaiman, and Tri Rustiadi. "Physical Education Learning Model for Floor Gymnastics and Rhythmic Activities for Lower Grade Class Primary School Students with Teaching Personal Social Responsibility (TPSR)." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290393.

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Reports on the topic "Junee Primary School"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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