Bibliografías temáticas / Scotland Street School (Glasgow, Scotland)

Literatura académica sobre el tema "Scotland Street School (Glasgow, Scotland)"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Scotland Street School (Glasgow, Scotland)"

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Polyakov, E. N. y T. V. Donchuk. "ARCHITECTURAL HERITAGE OF Ch.R. MACKINTOSH". Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture, n.º 6 (2 de enero de 2019): 9–32. http://dx.doi.org/10.31675/1607-1859-2018-20-6-9-32.

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The article is devoted to the most famous architectural projects of residential, public and religious buildings of Charles Rennie Mackintosh (1868–1928). It is shown that he adhered to the traditions of neo-romanticism, preferred the traditions of Celtic symbolical art, the Scottish folk architecture and the so-called baronial style which make his buildings similar to medieval castles. It is noted that in design solutions and especially organization of internal space of buildings, the architect used the most advanced construction technologies, structures and materials. The article considers six of the most famous architectural projects by Macintosh made in neo-romanticism traditions. Among them, the Lighthouse Tower for the Glasgow Herald (1893–1894), the Glasgow School of Art (1897–1909), Queen's Cross Church in Glasgow (1898–1899), Scotland Street School (1903–1906), the project of the House for an Art lover in Darmstadt (1901), the Нill House in Helensburgh (1902–1904.). The main reasons for the creative crisis of the master on the eve of the I World War are revealed.
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Pritchard, Chris. "Mathematics teaching in Scotland today". Mathematical Gazette 87, n.º 509 (julio de 2003): 250–66. http://dx.doi.org/10.1017/s0025557200172699.

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Home to just over five million souls, Scotland is the most sparsely populated part of Britain. The people are overwhelmingly white (some 98.7%) and English speaking. Levels of deprivation vary considerably across the country as a whole. Some 20% of the school population was entitled to free school meals in 1995, though the figure was twice as high in the City of Glasgow, where life expectancy is 10 years below that of affluent parts of the south of England. In July 1997 proposals were presented for the creation of a Scottish parliament. Whilst the Westminster parliament would ‘remain sovereign’, many powers would be devolved to Edinburgh, including those relating to virtually every aspect of education. So today, the Scottish Executive Education Department (or SEED) administers Scottish Executive policy for pre-school and school education in co-operation with local authorities that are responsible for providing school education in their areas. No less than 96% of youngsters are educated in state schools. Schools associated with religious groups including the Roman Catholic Church were incorporated into the state system in the 1920s. The annual cost of running the whole education system is a little under £5 billion or some 9% of Scottish GDP [1, p. 17].
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Holligan, Christopher y Robert McLean. "Violence as an Environmentally Warranted Norm amongst Working-Class Teenage Boys in Glasgow". Social Sciences 7, n.º 10 (22 de octubre de 2018): 207. http://dx.doi.org/10.3390/socsci7100207.

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This study aimed to contribute to knowledge about contexts of violent assault perpetrated by white working-class teenage boys in Scotland. Despite studies exploring Scotland’s adolescent street gangs, there remains a gap in research where the collateral damage caused by gangs to others of the same class, age, and gender has gone unrecognized. Drawing upon insights from qualitative interviews with young, male, former offenders in Scotland we found that violence contained a strategic logic designed to foster bonding to a delinquent group, whilst offering a celebrity status and manliness. The co-presence of a violent culture worsened the likelihood of ameliorating mentalities associated with anti-social behaviors, which appear endemic to masculinity. That context of violence is associated with the criminal offending of boys who, though they may not be gang members, were nevertheless ‘contaminated’ by the aggressive shadow cast by the protest masculinity of gang-conflicted territories in disadvantaged neighborhoods.
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Ball, Kylie, Karen Lamb, Noemi Travaglini y Anne Ellaway. "Street connectivity and obesity in Glasgow, Scotland: Impact of age, sex and socioeconomic position". Health & Place 18, n.º 6 (noviembre de 2012): 1307–13. http://dx.doi.org/10.1016/j.healthplace.2012.09.007.

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Halbert, Jade. "Just Like the King's Road, Only Nearer: Scotland's Boutique Bonanza, 1965–1970". Costume 56, n.º 1 (marzo de 2022): 101–24. http://dx.doi.org/10.3366/cost.2022.0220.

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The fashion entrepreneurs of so-called ‘Swinging London’ — John Stephen on Carnaby Street or Mary Quant on the King's Road, for example — fundamentally changed British fashion in the 1960s: from old to young, dull to vibrant and, crucially, from shop to boutique. But while the impact of ‘Swinging London’ is well recorded in the historiography of English fashion and retail, less is known about its effects further afield. This article considers the impact of ‘Swinging London’ boutique culture in Scotland between 1965 and 1970. Taking the example of the Glasgow fashion design and manufacturing business Marion Donaldson as its main case study, it draws on a variety of oral history, archival and media evidence to trace the dissemination of boutique fashion culture in Scotland across multiple retail contexts. From the urban centres of Glasgow and Edinburgh to the towns and regions beyond, it offers new analyses of the opportunities boutique retailing afforded Marion Donaldson and the Scottish fashion industry more generally, and thus provides new insight into the impact of the so-called ‘boutique boom’ of the 1960s on Scottish fashion and enterprise culture.
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Dunbar, Romy, Vicky Greenwood y Graeme McLeary. "Evaluating the use and impact of the Glasgow Motivation and Wellbeing Profile (GMWP) as tool to seek and take account of young people’s views to inform planning". Educational Psychology in Scotland 18, n.º 1 (2017): 36–42. http://dx.doi.org/10.53841/bpsepis.2017.18.1.36.

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Recent reports highlight the increasing number of children and young people in Scotland that experience mental health difficulties during their school years (Mental Health Foundation, 2016) and that school-based interventions that target the promotion of wellbeing are typically more effective than interventions delivered in an extracted setting which is unfamiliar to the young person and often focuses on the reduction of mental health difficulties (Weare, 2015). An important prerequisite for any attempt to implement such school-based interventions is a clear system for defining and measuring wellbeing as this will support the identification of an appropriate intervention and support the implementation and evaluation process. In one local authority in Scotland the Glasgow Motivation and Wellbeing Profile (GMWP; Glasgow Psychological Service) has been developed as a tool to explore a young person’s motivation and sense of wellbeing in the learning context. This paper summarises feedback on the use and impact of this tool from educational psychologists, school staff and young people who have had experience of the profile. The findings are considered and a series of recommendations made about further uses for this tool in terms of its utility as a measure and its ability to enhance pupil voice. Limitations of the tool are also noted.
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Duffy, Paul R. J. y Olivia Lelong. "A Medieval Burial from Graham Street, Leith, Edinburgh". Scottish Archaeological Journal 25, n.º 2 (octubre de 2003): 165–69. http://dx.doi.org/10.3366/saj.2003.25.2.165.

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Summary An archaeological excavation was carried out at Graham Street, Leith, Edinburgh by Glasgow University Archaeological Research Division (GUARD) as part of the Historic Scotland Human Remains Call-off Contract following the discovery of human remains during machine excavation of a foundation trench for a new housing development. Excavation demonstrated that the burial was that of a young adult male who had been interred in a supine position with his head orientated towards the north. Radiocarbon dates obtained from a right tibia suggest the individual died between the 15th and 17th centuries AD. Little contextual information exists in documentary or cartographic sources to supplement this scant physical evidence. Accordingly, it is difficult to further refine the context of burial, although a possible link with a historically attested siege or a plague cannot be discounted.
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McKinney, Stephen J. "Working conditions for Catholic teachers in the archdiocese of Glasgow in the late nineteenth century and early twentieth century". Innes Review 71, n.º 1 (mayo de 2020): 67–84. http://dx.doi.org/10.3366/inr.2020.0245.

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The Education (Scotland) Act, 1918, was a key point in the process towards full state funding for Catholic schools in Scotland. There has been important research on the political and ecclesial negotiations that led to the Act and into the conditions of the Act that preserved the denominational identity of the Catholic schools. This article examines the working conditions of Catholic teachers leading up to the Act and focuses on several themes, primarily in relation to the Archdiocese of Glasgow: school accommodation, the roll, and class sizes; the impact of disease, sickness and death; the working conditions for pupil-teachers; and, the major focus of the article, the remuneration for Catholic teachers.
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McKelvey, Róisín. "Language Provision in Education: A View from Scotland". Social Inclusion 5, n.º 4 (22 de diciembre de 2017): 78–86. http://dx.doi.org/10.17645/si.v5i4.1150.

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A tension between mobility and inclusion can be seen in public sector attempts to respond to the increasingly multilingual nature of the Scottish population. Increased mobility has contributed to greater linguistic diversity, which has led to growing demand for multilingual public services. Legal instruments and education policy in Scotland provide a promising framework in terms of promoting language learning and multilingualism, but implementation is not always successful and responding to linguistic diversity among pupils is beset with challenges. This article will consider some of these challenges, both practical and attitudinal, reflecting on language teaching in Scotland and on issues raised during interviews with officials from the English as an additional language (EAL) services in Edinburgh and Glasgow. Language teaching often does not take into account the linguistic diversity present—despite the opportunity for a more inclusive approach offered by Scottish Government strategy—and this risks reinforcing negative beliefs about significant allochthonous languages in Scotland. In these circumstances, meeting the linguistic needs of increasingly multilingual school populations in an inclusive way is a challenging task.
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McKendrick, John H. "The spectre of poverty in distant futures without university: reflecting on aspirations for their pre-adolescent children among parents from deprived neighbourhoods in Glasgow". Scottish Educational Review 47, n.º 2 (27 de marzo de 2015): 100–104. http://dx.doi.org/10.1163/27730840-04702007.

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This research note argues that emerging research on poverty and education in Scotland needs to adopt a longer-term focus. Drawing on the work of Glasgow Caledonian University’s Caledonian Club, it reflects on evidence that one-third of parents who consider that their primary and nursery school children will not attend university when they are older also perceive that the cost of a university education will be a barrier to participation.
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Tesis sobre el tema "Scotland Street School (Glasgow, Scotland)"

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Highet, Margaret Anne. "An oral history of a group of women who began their professional lives as nurses in the School of Nursing, Royal Infirmary, Glasgow, Scotland between 1938 and 1945". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0015/MQ57186.pdf.

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Libros sobre el tema "Scotland Street School (Glasgow, Scotland)"

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(Firm), Bartholomew. Glasgow streetfinder: Colour street atlas. 5a ed. Edinburgh: Bartholomew, 1992.

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map, Ordnance Survey. Glasgow and West Central Scotland street atlas. Southampton: Ordnance Survey, 1995.

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3

Billcliffe, Roger. The Glasgow Boys: The Glasgow school of painting 1875-1895. London: John Murray published in association with Britoil, 1985.

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4

Westbourne School for Girls (Glasgow, Scotland). Westbourne School: Junior school handbook. [Glasgow]: [Westbourne School], 1990.

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Westbourne, School for Girls (Glasgow Scotland). Westbourne School for Girls. Glasgow: Westbourne School for Girls, 1985.

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Westbourne School for Girls (Glasgow, Scotland). Westbourne School for Girls. Glasgow: Westbourne School for Girls, 1989.

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Academy, Glasgow. Glasgow Academy, incorporating Westbourne School for Girls. Glasgow: Glasgow Academy, 1991.

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8

Strathclyde (Scotland). Department of Education. Renfrew Division. Future education provision for secondary aged Roman Catholic pupilsin the Eastwood and Darnley areas including proposed changes to the delineated area of St. Ninian's High School. [Paisley]: The Division, 1992.

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9

Gillies, K. A. Gillies of Partick: The life and ministry of an Applecross man. Aberdeen: Cagey Lad, 1999.

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1932-, Buchanan William, ed. Mackintosh's masterwork: The Glasgow School of Art. Glasgow: Richard Drew, 1989.

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Capítulos de libros sobre el tema "Scotland Street School (Glasgow, Scotland)"

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Di Mascio, Danilo. "Visualizing Mackintosh’s Alternative Design Proposal for Scotland Street School". En Communications in Computer and Information Science, 74–87. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8410-3_6.

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Beavan, Iain. "9. Story Books, Godly Books, Ballads, and Song Books: The Chapbook in Scotland, 1740–1820". En Cheap Print and Street Literature of the Long Eighteenth Century, 219–58. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0347.09.

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The widespread presence of the chapbook in Scotland (not to be confused with the Scottish chapbook) over the later decades of the eighteenth century (thus covering the period of its highest production) is subjected to a number of detailed considerations. The production of such material was dominated by a relatively few firms, and the greatest number of chapbooks themselves emanated at this period from Glasgow, followed by Edinburgh. The activities of the printers and publishers John Morren, Edinburgh, and the Robertson family, Glasgow, are given particular attention. Some chapbook publishers, as with James Chalmers of Aberdeen, evidently regarded their production as a small but integral part of their broader printing activities, while for others it came close to a monopoly.
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Nenadic, Stana. "Industrial Crafts: Glasgow and Beyond". En Craftworkers in Nineteenth Century Scotland, 52–78. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474493079.003.0003.

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The link between craftworkers and the industrial economy is examined with a focus on Glasgow. Glasgow’s craft sectors are compared with those of Edinburgh, showing differences in changing workshop size, but also many parallels in sectors like jewellery or furniture making. Handloom weavers, an artisan elite whose demise has long acted as metaphor for deskilling and industrial distress are examined before the chapter turns to a series of craft skills that thrived alongside industrial production, such as fine pottery, glass wares or metals. Craft education is explored through the Glasgow School of Design, which had a student body largely comprising craftworkers. The chapter ends with a case study of decorative glass staining, a thriving craft of the later century.
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McLeod, Wilson. "Restructuring, 1997–2005". En Gaelic in Scotland, 242–73. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474462396.003.0008.

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This chapter focuses on the long and ultimately successful campaigns for Gaelic language legislation and a dedicated Gaelic television service between 1997 and 2005. The opening of the Scottish Parliament in 1999 ushered in a new political era in Scotland, and this brought opportunities for more focused policy-making in relation to Gaelic. The government initially resisted calls for Gaelic language legislation but ultimately relented, so that the Gaelic Language (Scotland) Act 2005, was enacted in 2005. Proposals for a Gaelic television service took several years to come to fruition due to political and financial constraints, but agreement was ultimately reached to develop the digital service BBC ALBA. The first dedicated Gaelic school opened in Glasgow in 1999, and the presence of Gaelic in the linguistic landscape expanded, as bilingual signage was authorised for wider use.
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Settle, Louise. "The Social Geography of Prostitution1". En Sex for Sale in Scotland. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474400008.003.0003.

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This chapter uses court and police records alongside other contemporaries’ writings on prostitution to gain a fuller understanding of how prostitution was organised and to explore the wider social implications attached to this use of space. By chronologically mapping the changing location of prostitution in Edinburgh and Glasgow, it is possible to track how emerging technologies and the development of new entertainment venues influenced the location of prostitution and shaped women’s opportunities for successful solicitation. The first half of the chapter focuses on the geography of prostitution in Edinburgh, beginning with street solicitation and moving on to look at the location of brothels. The second half examines the location of prostitution in Glasgow, following a similar pattern. Whilst the previous chapter stressed the role that the state played in shaping the organisation of prostitution, this chapter will show that the women’s utilisation of new commercial and technological developments was at least equally important in that process, thus demonstrating women’s ability to cross boundaries of gender, class and respectable femininity, highlighting these women’s historical agency.
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Fox, Adam. "Street Literature". En The Press and the People, 187–224. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198791294.003.0006.

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Chapter 5 explores the way in which cheap print was sold on the streets in early modern Scotland, and particularly in Edinburgh. It examines the world of outdoor commerce in general, before detailing the ways in which broadsides, pamphlets, and newspapers were vended in public places. It focuses on the ‘paper criers’ and ‘running stationers’ who plied their trade in the markets and thoroughfares. The coffeehouses of Edinburgh, Glasgow, and other burghs are identified and described, and the ways in which print circulated in them are recovered. The chapter illustrates the public and communal nature of much cheap print and suggests that this characteristic helps to explain why so little of it has survived.
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Settle, Louise. "Controlling the ‘Social Evil’: Policing Prostitution". En Sex for Sale in Scotland. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474400008.003.0002.

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This chapter focuses on the ways in which legislation was implemented by the police and magistrates on a day-to-day basis, and the impact police policies had on the regulation and organisation of prostitution. Rather than there being a ‘crack-down’ on prostitution, as was the case in other cities such as London during this period, in Edinburgh and Glasgow the number of arrests and convictions sharply declined. The chapter uses police, magistrates and prison records to explore these trends further and examine the various reasons behind these patterns, including the wider changes in social attitudes towards prostitution and the importance of police chief constables and police officers in shaping the way that individual men and women were treated under the law. In particular, the importance of the Scottish method of using cautions, a system that relied on distinguishing between ‘amateur prostitutes’ and ‘hardened prostitutes’, will be examined. The first half of the chapter begins by examining the policing of street prostitution and the second half explores the policing of brothels and ‘pimps’.
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Deuchar, Ross, Robert McLean, Chris Holligan y James A. Densley. "Violence and Gang Evolution: Scottish Perspectives". En Gangs, Drugs and Youth Adversity, 17–34. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529210569.003.0002.

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This chapter critically examines recent statistical trends relating to the general issues of violent criminality and offensive weapon-handling in Scotland. It begins by providing a brief history of street gangs in Scotland's largest city, Glasgow, from their roots in sectarian rivalry to the territorial and recreational focus adopted in the post-industrial era. The chapter then discusses how knife crime has traditionally been a defining feature of street gangs in Glasgow and of street-oriented violence governed by expectations around masculine honour. It also explores insights into the recorded motivations for knife-carrying and gang violence among young people, drawing from previous research as well as the emerging evidence suggesting that gangs may have evolved in the west of Scotland. Finally, the chapter outlines the methodological approaches for this book's study, detailing the sampling methods, access arrangements, geographical locations, ethical protocols, and data analysis methods used.
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Jackson, Louise A., Neil Davidson, Linda Fleming, David M. Smale y Richard Sparks. "Specialist and Plainclothes Policing". En Police and Community in Twentieth-Century Scotland, 99–136. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474446631.003.0004.

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Policing in Glasgow was segmented into discrete roles, linked to the proliferation of specialisms across the twentieth century. This chapter analyses the effects of encounters generated by some of these specialist units (particularly those associated with plainclothes rather than work in uniform) on relationships between police and communities. After discussing the tactics associated with the use of plainclothes by detective officers, it examines the work of the Licensing Department (or ‘vice squad’) in relation to street betting, the sex industry, and the criminalisation of homosexuality. The chapter then analyses experiments with specialist units and programmes associated with the policing of young people, demonstrating the variegated effects of plain-clothes roles on police-community relations.
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Shaw, Michael. "The Belgian Revival and Japonisme in Scotland". En The Fin-de-Siècle Scottish Revival, 88–142. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474433952.003.0003.

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Fin-de-Siècle Scotland is frequently associated with the ‘kailyard’ movement and, by extension, with small towns, insularity and sentimentality. Using Scottish writers and artists’ thorough engagement with Belgian and Japanese culture as case studies, this chapter reveals how deeply international and cross-cultural Scottish writing and art was in the late-Victorian period. I argue that Scottish cultural revivalists looked to these two nations to help them build counter-hegemonic connections that allowed them to defend the value of smaller nations and traditional cultures. Part of the reason some cultural revivalists looked to Japan and Belgium specifically was that these nations’ artists offered examples of how cultural revivalist work could fuse with modernity, rather than simply reject it. I focus on examining William Sharp’s self-conscious attempts to bring the decadent energy of La Jeune Belgique into Scotland to help resist metro-centric thinking, before illustrating the marked impact of Maurice Maeterlinck on Charles Rennie Mackintosh and Margaret Macdonald. The Glasgow School played a key role nourishing Scotland’s Japanese connection, and we often find japonisme fusing with Scottish forms in their work.
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Actas de conferencias sobre el tema "Scotland Street School (Glasgow, Scotland)"

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Thanh, Phuong To y David Grierson. "Children’s experiences of nature in primary school environments: Contextual influences and child-nature-distance ranges case studies in Glasgow, Scotland and Ho Chi Minh city, Vietnam". En PROCEEDINGS OF THE 1ST INTERNATIONAL CONFERENCE ON FRONTIER OF DIGITAL TECHNOLOGY TOWARDS A SUSTAINABLE SOCIETY. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0124787.

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Henderson, MM, S. Tweedie, K. Wetherall, A. McConnachie, K. Levin, P. Wilson, S. Smillie y D. Wight. "OP34 #The primary outcomes of the social and emotional education and development (SEED) trial: a stratified, cluster randomised trial of a multi-component primary school intervention in scotland aimed at improving pupils’ social and emotional wellbeing". En Society for Social Medicine 62nd Annual Scientific Meeting, Hosted by the MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, 5–7 September 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/jech-2018-ssmabstracts.34.

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Informes sobre el tema "Scotland Street School (Glasgow, Scotland)"

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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson y Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, febrero de 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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