Academic literature on the topic 'Peretz Schools'
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Journal articles on the topic "Peretz Schools"
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Vasoula, Georgallidou, and Dimitriou Loucia. "Career Decision-Making Profiles of Adolescents in Cyprus." European Journal of Teaching and Education 2, no. 1 (March 29, 2020): 138–47. http://dx.doi.org/10.33422/ejte.v2i1.183.
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The purpose of the present study is to examine the career decision-making profile of the adolescent students of the public high schools of Cyprus by applying the Career Decision-Making Profiles (CDMP) questionnaire of Gati, Landman, Davidovitch, Peretz-Asulin, & Gadassi (2010). The development of the CDMP suggests that an individual’s career decision making process can be better described by a multidimensional profile instead of a single decision-making style or a dominant characteristic. Using the data of 421 students, who were about to make a career choice, the results of the survey revealed eight dimensions for the Greek-Cypriot version of CDMP scale. The findings construct a multidimensional profile characterization of an individual’s career decision making processes: (1) “Information gathering and processing-Effort invested in the process”, (2) “Desire to please others-Dependence on others”, (3) “Speed of making the final decision”, (4) “Consulting with others”, (5) “Aspiration for an ideal occupation”, (6) “Locus of control”, (7) “Willingness to compromise”, (8) “Procrastination”. Using the T-test, we will discuss significant gender differences in the eight dimensions of the CDMP.
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Yildiz, Nadire Gulcin. "School Counselors’ Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students." Journal of Education and Learning 10, no. 6 (October 11, 2021): 7. http://dx.doi.org/10.5539/jel.v10n6p7.
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School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor’s leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors’ role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).
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Donaldson, Amy L., and Aubyn C. Stahmer. "Team Collaboration: The Use of Behavior Principles for Serving Students With ASD." Language, Speech, and Hearing Services in Schools 45, no. 4 (October 2014): 261–76. http://dx.doi.org/10.1044/2014_lshss-14-0038.
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PurposeSpeech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.MethodThis tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.ConclusionGiven the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.
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Raheem, Dr Lateef Olarewaju, and Ridwan Abiola Oladejo. "Obesity and Overweight among in-School Students in Private and Public Schools in Ibadan North Local Government Area, Oyo State: A Comparative Study." International Journal of Research and Innovation in Social Science VII, no. XI (2023): 210–22. http://dx.doi.org/10.47772/ijriss.2023.7011016.
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The growing alarming rate of obesity worldwide is a great concern to individuals and the general public. This has been the trend among secondary schools in many parts of the world in the past three decades. This study, therefore, was aimed at assessing the obesity and overweight among in-school students in public and private schools in Ibadan North Local Government, Oyo State Nigeria. A comparative cross sectional study was carried out among in-school students in Ibadan North Local Government area Oyo State Nigeria. Four hundred (400) respondents were selected using multi-stage sampling technique. Information from respondents was obtained using pre-tested semi-structured questionnaires. Data analysis was done with Statistical Package for Social Sciences (SPSS) version 21. The results showed that when Body Mass Index was used as a measure of obesity, the number of overweight and obesity was significantly more in private schools than in public schools with a p-value less than 0.001. Using Waist and Hip Ratio private school have significantly higher number of obese compared to the public. Body Image Discrepancy private school was higher than that of the public school, but the difference was not statistically high. The nutritional rating of the respondents showed that few of the private students on first day, about one third on the second day and the same on the third day had a healthy eating index. Majority of the respondents scored below six percet which is an indication that many of them are not eating well, that is they are not abiding by the food pyramid rules of daily recommended dietary allowances (RDAs). The nutritional status was significantly associated with the gender, types of school, age groups and class categories of the respondents. The study concludes that WHR detects more of central obesity while BMI accounts for generalised obesity. There was a significant difference in the feeding patterns and activity patterns of the students attending public and private schools. Factors associated with the nutritional status of the respondents were their age, gender, the type of schools and their class categories.
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Moñino García, Miriam, Eugenia Piñero Ruiz, Julián Arense Gonzalo, and Fuensanta Cerezo Ramírez. "Violence at School and Alcohol and Tobacco Consumption in Students of Secondary Education." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (April 30, 2013): 137–47. http://dx.doi.org/10.1989/ejihpe.v3i2.31.
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Adolescence is a transitional process between childhood and adulthood (Antona, Madrid and Alaez, 2003), which involves physical, cognitive and social changes (Johnson, Roberts and Worrell, 1999). During this stage, risky behaviours are often developed, including alcohol and tobacco consumption. Alcohol is the most psychoactive substance consumed among adolescents, aged 14-18, followed by tobacco in Spain (DGPNSD, 2009). The teenagers who use alcohol and tobacco have a higher probability of having problems of aggresiveness and violence and it is also related to health problems (Bellis et al., 2005; Gil and Gil-Lacroix Lacroix, 2006; Room, Babor and Rehm, 2005). Several studies (Bond, Carlin, Thomas, Rubin and Patton, 2001; Cangas, Gázquez, Perez-Fuentes, Moldes and Rubio, 2007; Piñero-Ruiz, López-Espín, Cherry and Torres-Cantero, 2012) have linked the presence of violence at school disturbing the environment and having negative consequences for the health and behaviour to a higher frequency in the consumption of alcohol and tobacco. In this study, 2552 questionnaires were collected with ages among 12-16 years from the Murcia Region. The results showed that students with aggressive behaviours at school have a higher frequency of alcohol and tobacco consumption.
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Moñino García, Miriam, Eugenia Piñero Ruiz, Julián Arense Gonzalo, and Fuensanta Cerezo Ramírez. "Violence at School and Alcohol and Tobacco Consumption in Students of Secondary Education." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (April 30, 2013): 137–47. http://dx.doi.org/10.3390/ejihpe3020012.
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Adolescence is a transitional process between childhood and adulthood (Antona, Madrid and Alaez, 2003), which involves physical, cognitive and social changes (Johnson, Roberts and Worrell, 1999). During this stage, risky behaviours are often developed, including alcohol and tobacco consumption. Alcohol is the most psychoactive substance consumed among adolescents, aged 14-18, followed by tobacco in Spain (DGPNSD, 2009). The teenagers who use alcohol and tobacco have a higher probability of having problems of aggresiveness and violence and it is also related to health problems (Bellis et al., 2005; Gil and Gil-Lacroix Lacroix, 2006; Room, Babor and Rehm, 2005). Several studies (Bond, Carlin, Thomas, Rubin and Patton, 2001; Cangas, Gázquez, Perez-Fuentes, Moldes and Rubio, 2007; Piñero-Ruiz, López-Espín, Cherry and Torres-Cantero, 2012) have linked the presence of violence at school disturbing the environment and having negative consequences for the health and behaviour to a higher frequency in the consumption of alcohol and tobacco. In this study, 2552 questionnaires were collected with ages among 12-16 years from the Murcia Region. The results showed that students with aggressive behaviours at school have a higher frequency of alcohol and tobacco consumption.
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Radaeva, E. A. "EXPRESSIONIST STRATEGY IN THE WORK OF E. CANETTI." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 24, no. 84 (2022): 71–83. http://dx.doi.org/10.37313/2413-9645-2022-24-84-71-83.
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In this article, the author aims, firstly, to prove that of all the modernist schools, the Austrian writer, Nobel laureate Elias Canetti most of all gravitated towards expressionism, and secondly, to identify the trajectory of the development of the expressionist worldview and method in Canetti's works of different years. In the course of the study, the author comes to the following conclusions: in the expressionist strategy of the creativity of the Nobel laureate of the twentieth century. there was an upward movement. A priori, there was no place for a turn to a realistic method of mastering reality (this does not happen with E. Canetti's fellow tribesman - Leo Perutz, who at the end of his creative path plunged into mysticism). E. Canetti, on the other hand, followed the path of abstraction. To some extent, all works are characterized by schematization of images, carnivalism, cyclic chronotope (“loop chronotope”), apocalyptic worldview and world modeling. In the plays of E. Canetti, we can find features of the “drama of the proclamation” and the drama of the transformation.” The object of the study was three plays: "The Wedding" (1932), "The Comedy of Vanity" (1934), "Limited" (1964), the novel "Blinding" (1935), the book "Mass and Power" (1962). In part, an explanation of the nature of Kanetti's worldview can be found in the memoirs “With a torch in my ear. History of Life 1921-1931 (1980).
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AL-YAGON, MICHAL, DAPHNE KOPELMAN-RUBIN, ANAT BRUNSTEIN KLOMEK, and MARIO MIKULINCER. "Four-model approach to adolescent-parent attachment relationships and adolescents' loneliness, school belonging, and teacher appraisal." Personal Relationships 23, no. 1 (February 10, 2016): 141–58. http://dx.doi.org/10.1111/pere.12116.
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XENITIDIS, KIRIAKOS I. "Falling in Love. By S. Hollins, W. Perez and A. Abdelnoor. (Pp. 80; £10.00.) St George's Hospital Medical School/Gaskell: London. 1999." Psychological Medicine 30, no. 3 (May 2000): 733–34. http://dx.doi.org/10.1017/s0033291799222155.
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Assegaff, Asrani, and Uep Tatang Sontani. "UPAYA MENINGKATKAN KEMAMPUAN BERFIKIR ANALITIS MELALUI MODEL PROBLEM BASED LEARNING (PBL)." Jurnal Pendidikan Manajemen Perkantoran 1, no. 1 (August 18, 2016): 38. http://dx.doi.org/10.17509/jpm.v1i1.3263.
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Banyak upaya yang dapat dilakukan untuk meningkatkan kemampuan berfikir analitis siswa di sekolah, salah satunya dengan Model Problem Based Learning (PBL). Hal ini sejalan dengan pendapat menurut Perez dan Uline (Schechter, 2011) bahwa PBL telah banyak dipahami sebagai manfaat bagi mempersiapkan para pemimpin sekolah dengan berkontribusi terhadap kemampuan berfikir analitis dan strategis mereka. Selain itu, John Dewey (Miller, 2004) yang merupakan seorang filsuf dan pendidik, menjelaskan bahwa "masalah adalah stimulus untuk berfikir”. Kedua pendapat tersebut menguatkan bahwa PBL berkontribusi baik bagi para guru maupun siswa untuk meningkatkan kemampuan berfikir analitis dan strategi dalam pembelajaran. Kajian ini menggunakan metode kuasi eksperimen, dan bentuk kuasi eksperimen yang dipilih adalah Nonequivqlenty Control Group Design. Teknik pengumpulan data dengan menggunakan tes, observasi, dan studi dokumentasi sedangkan teknik analisis data menggunakan uji-t untuk melihat perbedaan peningkatan kemampuan berfikir analitis antara kelas eksperimen dan kelas kontrol. Subjek penelitian ini yaitu Kelas XI AP 4 sebagai kelas eksperimen dan Kelas XI AP 2 sebagai kelas kontrol. Hasil kajian menunjukan bahwa terjadi peningkatan kemampuan berfikir analitis yang signifikan antara kelas eksperimen yang menggunakan model Problem Based Learning (PBL) dengan kelas kontrol yang menggunakan model Guide Discovery Learning. Namun, perolehan rata-rata skor kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Artinya, sekolah dapat menerapkan model Problem Based Learning (PBL) untuk meningkatkan kemampuan berfikir analitis siswa.Kata Kunci: problem based learning, guide discovery learning, berfikir analitis. IMPROVED ABILITY TO ANALYTICAL THINKING WITH A PROBLEM BASED LEARNING MODELMany efforts should be made to improve analytical thinking ability of students in the school, one of them with a Model Problem Based Learning (PBL). This is in line with the opinion by Perez and Uline (Schechter, 2011) that PBL has been widely understood as the benefits to prepare school leaders to contribute to the ability to think analytically and strategically them. In addition, John Dewey (Miller, 2004) which is a philosopher and educator, explained that "the problem is the stimulus to think." Second opinions reinforces that PBL contribute both for teachers and students to improve think analytically and strategies in learning. this study using a quasi-experimental, and form a quasi-experimental chosen is Nonequivqlenty Control Group Design. the data collection technique using tests, observation and documentation, while data analysis techniques using t-test to see differences increase the ability to think analytically between the experimental class and control class. this research subject is class XI AP 4 as an experimental class and class XI AP 2 as a control group. the results of the study showed that an increase in the ability to think analytically significant among experimental class using the model of Problem Based Learning (PBL) with grade control using a model of Discovery Learning Guide. However, the acquisition of the average score of the experimental class is higher than the control class. That is, schools can apply the model of Problem Based Learning (PBL) to improve students' ability to think analytically.Keywords: problem based learning, guide discovery learning, analytical thinking
Dissertations / Theses on the topic "Peretz Schools"
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Leitao, Natalie C. "Teacher-student relationships in primary schools in Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/196.
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This study investigated teacher-student relationships at Perth metropolitan schools in Western Australia. From the literature, three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication, were identified as important to good, positive teacher-student relationships. Data were collected in four parts: (1) through a teacher questionnaire; (2) through a student questionnaire; (3) through teacher interviews; and (4) through student interviews. The three relationship aspects formed the structure of a teacher questionnaire in which ten stem-items were conceptualised from easy to hard - four stem-items for Connectedness, three for Availability, and three for Communication - and answered in three perspectives: (1) an idealistic attitude, this is what I would like to happen; (2) a self-perceived Capability, this is what I am capable of, and (3) Actual Behaviour, this is what actually happens, using three ordered response categories: not at all or some of the time (score 1), most of the time (score 2), and almost always (score 3). The same three aspects formed the structure of a student questionnaire in which ten stem-items were conceptualised from easy to hard and answered in two perspectives: (1)a realistic view, this is what does happen; and (2) an idealistic view, this is what I wish would happen. Questionnaire data were collected from 43 primary teachers concerning 139 teacher-student relationships and 139 primary school students. Interview data were collected from 25 primary teachers and 139 students gave either, or both, a brief written comment and some verbal answers to relationship questions.
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Bortoli, Adriana de [UNESP]. "Uma análise dos livros de André Perez Y Marin: um momento da história da matemática escolar brasileira no início do século XX." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/138873.
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Analisar as obras de André Perez y Marin com o intuito de entender tendências e propostas de ensino que possam ter deixado contribuições para a Educação Matemática, é o principal objetivo deste trabalho. A investigação tem como fonte de pesquisa os livros didáticos do referido autor, principalmente, e, decretos, portarias e leis normalizadores do ensino brasileiro, pois são documentos que relatam as modificações no ensino de Matemática ao longo de algumas décadas. A pergunta diretriz desta pesquisa é: “Quais propostas didático-metodológicas de ensino de Matemática estão presentes nas obras de André Perez y Marin?”. Com o intuito de responder tal questão, este estudo fez uso do ferramental teórico-metodológico, vindo da história cultural e valeu-se das buscas pelas estratégias editoriais e políticas de vendagem das obras do referido autor e da metodologia de organização do conhecimento. Pode-se afirmar que André Perez y Marin, em seus livros, apresentou alguns conceitos matemáticos que não estavam nos programas de ensino vigentes à época, como o conceito de funções, que inclusive não era um assunto comumente presente nos livros didáticos do período. Além disso, o autor introduziu alguns elementos do cálculo, mesmo sem ter sido recomendado nos programas oficiais, uma vez que, o Cálculo Diferencial e Integral havia sido excluído dos programas do ensino secundário, desde a reforma Benjamim Constant, ocorrida em 1890; sendo, novamente, proposto apenas em 1929. Concluímos quanto à proposta didático-metodológica, que o autor fez uso, principalmente, do método analítico, nas obras Elementos de Algebra e Aritmética Teorico-Prática, e do método sintético na obra Elementos de Geometria.
Analyzing the works of André Marin Perez y Marin in order to understand trends and educational proposals that could have leaved contribution to mathematics education is the main objective of this work. The investigation is a research source of that author's didactic books, mainly and, decrees, orders and standard-setting laws of Brazilian education which are documents that record the changes in mathematics education over several decades. The problem of this research is: "What didactic and methodological proposals mathematics teaching are present in the works of André Perez y Marin Perez? ". In order to answer this question, this study made use of theoretical and methodological tools from the cultural history and took advantage of the search for the editorial strategies and policies-selling works of that author and organization methodology of knowledge. Can be said that Andrew Perez y Marin, in his books, presented some mathematical concepts that were not in the current education programs in effect at the time, such as the concept of function, which also was not a commonly subject in the textbooks of the period. In addition, the author introduced some elements of the calculation, even without having been recommended in official programs, since the Differential and Integral Calculus had been excluded from secondary school programs, from Benjamin Constant reform , which took place in 1890 ; It is again proposed in 1929 only . We conclude about the didactic and methodological proposal, which the author made use mainly of the analytical method in the works Algebra Elements and Arithmetic Theory and Practice, and the synthetic method in the Elements of Geometry work.
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Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.
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[Truncated abstract] Within the State of Western Australia, from its early years, education has been provided not only by the State, but also by religious denominations, particularly the Catholic Church, the Anglican Church and other Christian groups. This thesis is concerned with Anglican education in the State from the years 1917-92. The particular focus is on the structures established for the provision of Anglican education in the Diocese of Perth throughout the period. The central argument of the thesis is as follows. During the period 1917-92, the structures established for the provision of Anglican education in the Diocese of Perth changed across four subperiods: 1917-50, 1951-60, 1961-80 and 1981-92. During the first subperiod, provision was made under structures which allow for the schools which existed to be classified according to three ‘types’: ‘religious-order schools’, ‘parish schools’, and ‘schools of the Council for Church of England Schools’. The first two types continued during the second subperiod and were joined by two new types, namely, ‘Perth Diocesan Trustees’ schools’ and ‘synod schools’, while ‘schools of the Council for Church of England Schools’ceased as a type. During the third subperiod ‘synod schools’ continued as a type, but the other three types ceased to exist. At the same time, one new type emerged, namely, ‘schools of the Church of England Schools’ Trust’. During the fourth subperiod there were also two types of schools within the Diocese, but the situation was not the same as in the previous subperiod because while ‘synod schools’ continued as a type, ‘Perth Diocesan Trustees’ schools’ ceased to exist. Furthermore, a new type was established, namely ‘schools of the Anglican Schools Commission’. This two-type structure for provision which was established during the sub-period 1981-92, is still that which exists to the present day for the provision of Anglican education within the Diocese of Perth.
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Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.
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Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
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Cordin, Robin M. "Psychopathic-like-traits and aggression in suspended mainstream school children and adolescents." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0100.
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[Truncated abstract] The overall aim of the research reported in this thesis was to explore the viability and utility of the construct of psychopathy and aggression in children and adolescents. Specifically, by taking a developmentally informed approach it sought to develop new instrumentation which measured psychopathic-like-traits, and verbal proactive and reactive aggression in non-referred mainstream school children and adolescents. To achieve this, four separate yet interrelated studies were conducted. Study One comprised three phases relating to the development and validation of two new instruments. In Phase One the instruments currently used to measure psychopathy were reviewed and items relevant to young persons were selected for inclusion in a draft version of the new psychopathy screening instrument. Phase Two, which sought to further explore the construct of psychopathy in children and adolescents, comprised a series of interviews with school principals, deputy principals, psychologists, and education officers at the main juvenile detention centre in Perth, Western Australia. These interviews provided information relating to the behaviour and characteristics of children and adolescents who present with psychopathic-like-traits. As a consequence of the feedback from the Phase Two data, Phase Three reviewed the instrumentation currently used to measure aggression in children and adolescents. From this items were selected for possible inclusion in an aggression questionnaire. The data gathered over these three phases resulted in 117 psychopathy related items being generated for the new instrument, which were subsequently reduced to 56 when duplicated items were identified and the extant knowledge of the construct applied. The 56 items were retained in a draft version of the newly developed instrument, which was named the Child and Adolescent Psychopathy Screening Instrument (CAPSI). The Study One data revealed the instrumentation used to date provided few measures of physical and verbal aggression - a characteristic of psychopathic-like behaviour. Thus, a review of instrumentation together with the information from the interviews resulted in 63 aggression items being generated. ... Study Four utilised information from the CAPSI and the CASA in conjunction with in-depth interviews to generate case studies to further elucidate the characteristics of children and adolescents with psychopathic-like-traits and extreme aggression. Case studies were undertaken with seven male students ranging in age from 8 to 15 years who had been suspended from mainstream schools. All boys scored very highly on the new instruments. All presented with extreme aggression, with some exhibiting proactive or premeditated aggression combined with a superficially engaging personality, insincere charm, lack of remorse, and lack of empathy. The findings from all four research studies are discussed in the light of the literature reviewed and the aims of the research. Implications are then drawn for researchers and clinicians, and directions for further research are suggested.
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Sharifian, Farzad. "Conceptual-associative system in Aboriginal English : a study of Aboriginal children attending primary schools in metropolitan Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/757.
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National measures of achievement among Australian school children suggest that Aboriginal students, considered as a group, are those most likely to end their schooling without achieving minimal acceptable levels of literacy and numeracy. In view of the fact that many Aboriginal students dwell in metropolitan areas and speak English as a first language, many educators have been unconvinced that linguistic and cultural difference have been significant factors in this underachievement. This study explores the possibility that, despite intensive exposure to non-Aboriginal society, Aboriginal students in metropolitan Perth may maintain, through a distinctive variety of English, distinctive conceptualisation which may help to account for their lack of success in education. The study first develops a model of conceptualisations that emerge at the group level of cognition. The model draws on the notion of distributed representation to depict what are here termed cultural conceptualisations. Cultural conceptualisations are conceptual structures such as schemas and categories that members of a cultural group draw on in approaching experience. The study employs this model with regard to Aboriginal and non-Aboriginal students attending schools in the Perth Metropolitan area. A group of 30 Aboriginal primary school students and a matching group of non-Aboriginal students participated in this study. A research technique called Association-Interpretation was developed to tap into cultural conceptualisations across the two groups of participants. The technique was composed of two phases: a) the 'association' phase, in which the participants gave associative responses to a list of 30 everyday words such as 'home' and 'family', and b) the 'interpretation' phase, in which the responses were interpreted from an ethnic viewpoint and compared within and between the two groups. The informants participated in the task individually. The analysis of the data provided evidence for the operation of two distinct, but overlapping, conceptual systems among the two cultural groups studied. The two systems are integrally related to the dialects spoken by Aboriginal and non-Aboriginal Australians, that is, Aboriginal English and Australian English. The discrepancies between the two systems largely appear to be rooted in the cultural systems which give rise to the two dialects while the overlap between the two conceptual systems appears to arise from several phenomena such as experience in similar physical environments and access to 'modem' life style. A number of responses from non-Aboriginal informants suggest a case of what may be termed conceptual seepage, or a permeation of conceptualisation from one group to another due to contact. It is argued, in the light of the data from this study, that the notions of dialect and 'code-switching' need to be revisited in that their characterisation has traditionally ignored the level of conceptualisation. It is also suggested that the results of this study have implications for the professional preparation of educators dealing with Aboriginal students.
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Douglass, Angela. "Perth Modern School : the first ten years." Thesis, 1987. https://eprints.utas.edu.au/19558/1/whole_DouglassAngela1988_thesis.pdf.
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This study examines the first ten years of Perth Modern
School, from 1911 - 1921, and its role in the establishment of
state secondary education in Western Australia. The struggle
of Cecil Andrews, the Director of Education, to gain support for
the notion of free and secular secondary education is
documented, together with the influence of the first two
headmasters, F.G. Brown and Joseph Parsons, who were both
responsible in their own ways for establishing the ethos of the
school which became the model for future state high schools in
Western Australia.
Broad questions of the aims and functions of Perth Modern
School and the increasingly academic elitism which developed
during the first decade as a selective state high school are
addressed in the light of economic, political and social
conditions of the period. A narrower and more specific
examination is made of the composition of students and staff in
the first ten years, entry qualifications to the school and the
curriculum in the lower and upper schools.
Archival research was undertaken over several years at the
Battye Library, the Rooney Library, the Education Department,
the Perth Modern School archives and in the Perth Modern
School's Principal's office. It is disappointing that very
little new material has come to light in response to the
extensive search, but some small satisfaction was gained by the
discovery of certain uncatalogued documents in the Principal's
office filing cabinet which have added to the body of knowledge
on the subject. Oral history was employed extensively and is
considered to be a valuable contribution to the subject.
Originally this study was to have covered the period 1911-1958:
unfortunately when the decision was made to limit it to the
first decade much of the information obtained by the oral
history research method could not then be quoted within the
narrow confines of the dissertation. It did however serve as
useful background material and could be employed in a future
study with a broader framework of reference. The writer was a
teacher at the school and while on the staff became concerned at
the number of past students from the first decade whose deaths
were reported without any documentation of their early
recollections of school life. An attempt was made to reach as
many from the period 1911 - 1921 that could be interviewed and
every care has been taken to verify personal statements.
No educational history has been written of Perth Modern
School. This study seeks to raise certain questions and fill
part of the gap on this subject in the history of education in
Western Australia.
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Khelfaoui, Idriss. "L’influence de la perte d’un parent et du deuil chez l’élève de niveau primaire sur sa réussite scolaire." Thèse, 2016. http://hdl.handle.net/1866/16323.
Full textAbstract:
La réussite scolaire au primaire est déterminante pour la réussite scolaire future de l’enfant. Certains éléments jouent un rôle important dans cette réussite comme la santé psychologique de l’élève et l’implication parentale. Ces dernières peuvent être ébranlées par certaines situations de la vie telle que le décès d’un parent. Ce mémoire porte sur une recherche qualitative effectuée auprès de trois élèves de niveau primaire régulier ayant perdu un parent au cours des deux dernières années. L’objectif de cette recherche est de connaître l’influence que peuvent avoir la perte parentale et le deuil chez l’élève sur sa réussite scolaire. Il existe peu de recherches qui ont été réalisées sur ce sujet et la plupart se sont principalement intéressées à l’influence des conséquences psychologiques du deuil sur la réussite scolaire. Dans le cadre de ce mémoire, nous avons décidé d’adopter une vision plus globale du développement de l’élève. Le projet de recherche s’intéresse non seulement à l’élève, mais aussi à ses parents et à son environnement scolaire. La recherche s’articule autour de trois concepts : le deuil, la réussite scolaire et l’implication scolaire.
La méthodologie utilisée repose sur une approche qualitative exploratoire et une analyse de contenu. Les participants étaient composés de trois élèves endeuillés et non-immigrants, âgés entre 7 et 10 ans, de leurs parents survivants (deux) et de leurs enseignants titulaires (trois). Les données ont été recueillies à travers des entrevues semi-dirigées avec tous les participants, les bulletins scolaires des enfants et les plans d’intervention scolaire.
Les résultats indiquent que les conséquences psychologiques du deuil peuvent avoir une influence négative sur la réussite scolaire des élèves du primaire. De plus, la perte parentale
semble influer négativement sur le niveau socio-économique de la famille et sur tous les types d’implication parentale, que ce soit la supervision des leçons, la communication école-famille ou la collaboration du parent avec la communauté. Ces éléments peuvent à leur tour avoir une influence négative sur la réussite scolaire.Elementary school achievement is a determining factor for the student’s future academic success. Some elements, like student’s psychological health and parental involvement, might play an important role in school achievement but can be undermined by some life events such as parental loss. Our thesis has focused on a research conducted on 3 students of regular elementary school in Montreal, who lost a parent in the last two years. The research aim was to study the influence of both parental loss and bereavement on elementary school children’s school achievement. Few studies have been conducted on this subject and most of them have examined mainly the influence of bereavement’ psychological consequences on school achievement. In this research, we have adopted a global developmental approach by focusing on the student himself, his parents and his school environment. The research relies on three main concepts: bereavement, school achievement and parental involvement. The methodology was based on an exploratory qualitative approach and on a content analysis. The participants consisted of 3 bereaved and non-immigrant children, aged between 7 and 10 years old; the surviving parent (2) and their teacher (3). Data had been collected through semi-structured interviews with all participants; children grade reports and school intervention plans. Our findings show that bereavement’ psychological consequences may have a negative influence on school achievement. Moreover, parental loss seems to have a negative influence on student’ family social economic status and on all parental involvement types, including helping at home with homework, collaborating with the school and the community. All those elements may influence negatively school achievement.
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Kaddu, Ssenyomo Charles. "Low coherence fibre optic Fabry-Perot sensors suitable for multiplexed strain measurement." Thesis, 1995. https://vuir.vu.edu.au/15756/.
Full textAbstract:
This thesis contains an investigation of the potential of low finesse in-fibre Fabry-Perot interferometer sensors for the measurement of strain. There are a number of areas of modern engineering applications where there is a need for an alternative to conventional resistive strain gauges; particularly where a number of such sensors can be multiplexed onto a common carrier so that one system can be used for multi-point strain measurements. Hence, the emphasis is on low finesse sensors which are suitable for multiplexing. This thesis concentrates on the use of white light interferometer (WLI) techniques to measure the optical path changes produced in the sensors by the application of strain. Since thermal effects also produce phase changes in the fibre Fabry-Perot interferometer (FFPI) which are indistinguishable from strain changes the investigations have included both thermal and strain
responses of the sensors.
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Surve, Sachin Ramchandra. "Interferometric optical fibre sensor for highway pavements and civil structures." Thesis, 2003. https://vuir.vu.edu.au/15705/.
Full textAbstract:
Optical fibres have been used for developing variety of sensing configurations for monitoring a wide range of parameters. This thesis presents the design, construction
and characterisation of a new type of single-transducer optical fibre Weigh-ln-Motion (WIM) sensor. The sensor is based on an extended (long) fibre optic Fabry-Perot interferometer. The Fabry-Perot arrangement was chosen for its simplicity, sensitivity, low cost and ease of installation.
Books on the topic "Peretz Schools"
1
Beatriz Ejchel Programação Visual e Editorial . Peretz: Quarenta anos. Edited by Associação Cultural Religiosa Brasileira Israelita. São Paulo: Associação Cultural Religiosa Brasileira Israelita, 1992.
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2
Jerry, Rottier, and National Middle School Association, eds. Teaming and advisory: Perfect partners. Westerville, Ohio: National Middle School Association, 2009.
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3
Rowling, Louise. Grief in school communities: Effective support strategies. Phildelphia, Pa: Open University, 2003.
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4
Cooper, Ilene. An angel in my pocket. New York: Feiwel and Friends, 2011.
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5
First Steps Project (W.A.) and Western Australia. Education Dept., eds. Supporting linguistic and cultural diversity through First Steps: The Highgate project. East Perth, WA: The Department, 1994.
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Clark, Joan. The word for home. Toronto: Penguin Canada, 2003.
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7
Barkman, Patricia Ruth. Lieber. Place of publication not identified]: Granny Pat's Identity Press, 2013.
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Gilmour, David. The film club. New York: Twelve Books, 2008.
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Gilmour, David. The film club: A true story of a father and son. Toronto: Thomas Allen Publishers, 2007.
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10
Nicholas, Evans. Les blessures invisibles: Roman. Paris: A. Michel, 2012.
Find full textBook chapters on the topic "Peretz Schools"
1
Scott, Lawrence, and Marisa Perez-Diaz. "Strategic Leadership." In Advances in Religious and Cultural Studies, 215–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4093-0.ch014.
Full textAbstract:
The purpose of this chapter is to discuss the process of building and developing ethnic studies courses, particularly the Mexican American and African American Studies Curriculum for Texas high schools. Dr. Lawrence Scott and the Honorable Marisa Perez-Diaz will discuss their contributions in the passage and implementation of Ethnic Studies courses, particularly as it relates to the African American Studies and Mexican American Studies Courses now offered for high schools around the State of Texas. This chapter explores the inception of both courses, the development, and the process of gaining consensus and concessions for both courses. Both courses were unanimously passed by the Texas State Board of Education (SBOE), but did see some challenges throughout the process. Dr. Lawrence Scott and Texas State Board of Education Member Marisa Perez-Diaz will also discuss how they employed varying leadership styles, in collaboration with stakeholders from around Texas to help establish, pass, and implement the Mexican American and African American Studies Courses in Texas.
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Hammond, Kendall. "Nollamara Primary and Intensive English School, Perth, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 71–78. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1361.
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Nollamara Primary and Intensive English School (NPS) is situated seven kilometers north of the Perth Central Business District in Western Australia. Our Index of Community Socio-Educational Advantage (ICSEA) is 939 and the school caters for students from Kindergarten to Year 6. There are currently 309 students who are supported by 50 staff. NPS was opened in 1956 and an Intensive English Center (IEC), supporting newly arrived humanitarian and refugee students, commenced in 2005. The school has a diverse population (see Figure 1), and there are more than 76% of students with a language background other than English at the school, with approximately 45 language groups. The larger groups include Arabic 13%, Dinka 7%, Karen 4.5%, and Burmese, Swahili, Vietnamese, and Kirundi which combined represent 10% of the cohort. Aboriginal students make up 8% of our school community. There is a high transiency rate at NPS, approximately 51%. This is due to the students in the IEC returning to their local school after one to two years on specialist English language intervention. Many families are in temporary or rental accommodation, which impacts on student enrollment, too. The school has a full-time chaplain, school psychologist (two and a half days a week), two Aboriginal Islander Education Officers (AIEO), and two multicultural liaison officers who support students and families as well as engage local agencies. The school also provides intervention with trauma counseling, speech therapists, and occupational therapists.
Conference papers on the topic "Peretz Schools"
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Schurman, Matthew J., and Arlan W. Mantz. "Performance of a piezo-ceramic modulated internally coupled Fabry-Perot interferometer controlled tunable diode laser system." In High Resolution Molecular Spectroscopy: 11th Symposium and School, edited by Alexander I. Nadezhdinskii, Yu V. Ponomarev, and Leonid N. Sinitsa. SPIE, 1994. http://dx.doi.org/10.1117/12.166269.
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Melekeowei, Premobowei. "Pert Analytic Effect of Psycho-Demographic Factors as Determinants of Secondary School Teacher Effectiveness in South-West, Nigeria." In The IAFOR International Conference on Education – Hawaii 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2189-1036.2023.31.
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Rodrigues, Barbara Luiza Ludvig, Priscilla Eli Alves, and Solange Aparecida de Oliveira Hoeller. "Material culture as a methodological possibility for studies on the history of early childhood education in Brazil." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-013.
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Abstract Early Childhood Education in Brazil is now legitimized by the Federal Constitution (BRASIL, 1988) when the Magna Carta discusses the right of children to education, as well as attentive to the duty of the State and the family to comply with this right. To the Law of Guidelines and Bases (BRASIL, 1996), once again Early Childhood Education gains the spotlight when it is defended as the first stage of Basic Education. The 1990s, with those and new achievements, were demarcated with and by the publication of different documents: advisors, curricular, and legislatures. No rights were won without the need for the movement of several groups of society (TELES, 2018). However, one of the most evident movements was that of scholars and researchers in the area of Early Childhood Education who defended/advocated the break with educational care practices and preparation for elementary school, and who discussed the historical dichotomy between daycare centers and kindergartens. With the defense of the dissociability of education and care, it began to understand that Early Childhood Education is a place of care and education and that it aimed/aims at the integral development of children from zero to five years and 11 months, complementing the action of the family and the community (LDB, 1996), being also a place between children's knowledge and knowledge historically constructed by humanity. In this wake, when proposing such a breakup, questions were raised about the ways of organizing curricula for Early Childhood Education, based on a curriculum that holds as centrality the children, their social markers, and their multiple ways of living childhood. These curricula also set the scene for play, social interactions, and languages as axes that structure pedagogical proposals in Early Childhood Education (BRASIL, 2009). To achieve their objectives, the pedagogical proposals of early childhood education institutions must provide conditions for collective work and the organization of materials, spaces, and times In line with the narratives put here, the materialities, which were and are in circulation in the educational units (PERES and SILVA, 2011) enabled/enabled possibilities of representations (CHARTIER, 1991, 1992) on the history of Early Childhood Education in Brazil, through the struggles of representations throughout history. These materialities are capable of being sources and objects of research, from the defenses of cultural history (BURKE, 1991; PESAVENTO, 2003), who maintain that there is a much wider range of sources and objects, moving from the idea that only large "events" would be research objects. It is defended in this summary, that the possibility of taking school culture as a historical object (JULIA, 2001), allowed to outline the circulation, in educational institutions, of material elements (VIÑAO FRAGO, 2008), expanding the circumscription of which there is a school material culture. By marking curricula, objectives, and specific practices for Early Childhood Education, attention is made to the existence of material culture of/for Early Childhood Education, since the break with the school and the schooling conceptions grant us to delimit the material culture that "echoes" aspects of Early Childhood Education, whether analyzed through architecture, toys, of objects, utensils, or even elements of nature.
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Roca Cisa, Miquel, Joan Triadó Aymerich, Jordi Arderiu, and David Perelló. "Projecte centre de coneixement urbà: EUP de Mataró - Ajuntament de Mataró: eines d’ajuda a la presa de decisions dins de l’àmbit de la gestió municipal." In International Conference Virtual City and Territory. Barcelona: Centre de Política de Sòl i Valoracions, 2009. http://dx.doi.org/10.5821/ctv.7582.
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La utilització de grans quantitats de dades dins de l’àmbit de gestió municipal, planteja uns problemes importants d’extracció d’informació i , anant més enllà, d’extracció de coneixement.
En aquest article es presentaran eines d’ajuda a la presa de decisions, que permeten visualitzar anàlisis complexes que relacionen tipus de dades diversos, tals com l’estructura física de la ciutat (carrers, illes, parcel·les, portals), la població que hi viu, els centres proveïdors de serveis i les característiques de les activitats econòmiques que s’hi desenvolupen. També permeten fer hipòtesis i simulacions dels diferents escenaris.
Aquestes eines s’han aplicat a la ciutat de Mataró, mitjançant el Servei d’Estudis i Planificació de l’Ajuntament, i hi estan involucrades dades que tenen origen en diferents departaments municipals, com ara el Padró d’Habitants, el Cadastre i el Mapa de la Ciutat entre altres.
L’Ajuntament de Mataró a través del Servei d’Estudis, per una part i l’Escola Universitària Politècnica com soci tecnològic han creat el Centre de Coneixement Urbà per dur a terme aquestes activitats.
El projecte es basa, fonamentalment, en la superioritat de la informació gràfica sobre de l’alfanumèrica. Un aspecte essencial és la ubicació de les dades en el territori, a partir de la seva georeferenciació tal com fa un SIG, però en el nostre cas el SIG és simplement una interfície i el que realment es valorat i potenciat és la interacció entres les diferents tipologies de dades, per acabar generant uns indicadorstambé gràfics i georefenciats (entitats o mapes temàtics) que presenten la síntesi resultant aportant una informació qualitativament diferent a la informació inicial.
Aplicacions:
1) Centres proveïdors de serveis i proximitat.
La idea és associar l’àrea d’influència d’un determinat centre proveïdor de servei (amb aquest nom es pot representar un centre d’ensenyament, un ambulatori, un centre cívic etc.) amb la seva capacitat de donar aquest servei (nombre de places) i amb la població ‘target’ del citat servei que hi ha a l’entorn físic del centre.
D’aquesta manera es pot generar un indicador de l’àrea d’influència sobre el seu territori més proper. Això permet al polític o al gestor, d’una mirada, percebre sobre el mapa de la ciutat o el territori, si hi ha ‘buits’ significatius en la cobertura i també veure ‘que passaria si’ s’augmenta la capacitat d’un centre, o es canvia d’emplaçament, o se’n tanquen u obren de nous.
2) Activitat econòmica i relació amb la població
Permet tenir una visió de l’activitat econòmica de la ciutat agrupada per sectors (epígrafs normalitzats) podent escollir activitats relacionades de diferents maneres, com per exemple: tot el comerç al detall, tot el comerç a l’engròs, la restauració, la banca, el tèxtil etc. Es presenten totes les entitats que corresponen a cada consulta en forma de números de policia o parcel·les. Es visualitza també en forma gràfica la superfície declarada per aquesta activitat. Igualment també es pot relacionar amb la població, predefinint unes zones d’influència de cada centre d’activitat i mostrant un temàtic de la població que en queda fora permetent per tant aplicacions de geomarketing. The use of massive data within the field of local-government management causes some important problems to extract information and knowledge from data.
In this article, tools are presented to help in decision-making. These tools allow to show complex analysis which connect diferent types of data, such as physical structures and elements in town (streets, blocks, plots of land and doorways), with the inhabitants who live there, service supplier centers and economic activity characteristics. Hypothesis and simulations of diferent scenes are also enabled.
The Servei d’estudis i planificació - Study and Planning Service – of Mataró Town Council has put into practice these tools in its own town. The data used have their origin in diferent departments, such as Inhabitants Register, Property Register, and the City’s Map Department.
Mataró Town Council, through Servei d’estudis i planificació, and the Escola Universitària Politècnica de Mataró (Mataró School of Engineering), as technology partner, have created the Centre de Coneixement Urbà – Urban Knowledge Center – to carry out these activities.
The project is mainly based on the idea that graphically-presented information is more useful than alphanumerically-presented information. An essencial aim is the location of data in the territory from its georeference, as a Geographical Information System (GIS) does. In our case, however, the GIS is used just as an interface. What is actually valuable and strengthened is the integration of the diferent types of data to create graphic and georeferenced indicators (entities and thematic maps), which summarizes and improves the quality of the information.
Application:
1) Service suppliers and proximity centers
The main idea is to associate an area of influence to a particular Service Supplier Center (a school, a health center, a community center, etc.) with its number of vacancies and with the inhabitants targeted by and around this service. So, an indicator of the area of influence around the center can be generated. This indicator is a great tool to politicians or managers because it allows them to understand, over the city map, if there are empty areas not covered by the analysed service. Therefore “what if “ questions can be used to change the number of vacancies of the center, its situation or even removing or creating new ones.
2) Economic activity and relationship with population
It allows to have a view of the town’s economic activity grouped into sectors. The user can choose diferent activities related in some diferent ways, for instance: retail, wholesale trading, restaurants, banks, textile, etc. All the entities corresponding to each query are shown on the map as plots of lands or doorways. And you can also graphically see the area legally declared by the owner of the activity. Moreover, these entities can be related to the inhabitants by previously defining a zone of influence of each activity center and by showing a thematic map of inhabitants left out from the area of influence, thus allowing geomarketing applications
Reports on the topic "Peretz Schools"
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State Savings Bank of Western Australia - Perth (Head Office) - School Savings Banks - Record Card - 1900. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20915.
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Premises - Branches - Perth - Street Scenes & Buildings - St Georges Terrace - Technical College right side (Perth Boys School) Bible House at right - 22 May 1962. Reserve Bank of Australia, March 2023. http://dx.doi.org/10.47688/rba_archives_pn-009846.
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State Savings Bank of Western Australia - Perth (Head Office) - Form No. S - School Savings Banks - Ledger Account Card - 1900. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20914.
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State Savings Bank of Western Australia - Perth (Head Office) - Specimen Forms - Form S.B.0 School Savings Banks - Specimen Signature Card - 1920-1929. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20912.
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State Savings Bank of Western Australia - Perth (Head Office) - Specimen Forms - Form S.B. No.2 - School Savings Banks - Trust Account Declaration - 1920-1929. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20899.
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State Savings Bank of Western Australia - Perth (Head Office) - Specimen Forms - Form S.B. 48B - School Savings Banks - Teacher's Daily Record of Transactions - 1900. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20907.
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State Savings Bank of Western Australia - Perth (Head Office) - Specimen Forms - Form S.B. No.5 - School Savings Banks - Minor Account Declaration - 1920-1929. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20901.
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State Savings Bank of Western Australia - Perth (Head Office) - Specimen Forms - Form S.B. No. 136 Letter of Approval re application for School Savings Bank facilities - 1900. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20911.
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State Savings Bank of Western Australia - Perth (Head Office) - Specimen Forms - Form S.B. No. 48C (Two Forms) School Savings Banks - Head Teacher's Daily Record of Transactions - 1900. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20908.
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State Savings Bank of Western Australia - Perth (Head Office) - Instructions - School Savings Banks - Head Teacher's Summary (includes Regulations for Penny Savings Banks & Instructions for the Head Teacher) - 1928. Reserve Bank of Australia, September 2023. http://dx.doi.org/10.47688/rba_archives_2006/20852.
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