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  • . The role of strong regional centers in the settlement system of the Federal Republic combines with the lively traditions of German regionalism. (l'A.).
  • Primary and secondary school premises
  • Schools enrollment and premises. School buildings according to year of construction (1945-1981). Classroom area (number and size of classrooms). School buildings according to use, according to number of classrooms.
  • The primary school system in the Netherlands 1900-1980 in Dutch geography in the 1980s. A selection of contribucions to the I.G.U. 1984.
  • The paper describes the current primary school system in the Netherlands as an extreme case of the possible compromises over the basic church-state relationship problem in Western society. It is characterized by very low thresholds for the funding
  • of privately run schools from public funds. There are Protestant schools of various denominations. Catholic schools and public schools. The institutional rules embedded in the political structure of the country and the religious composition of the population
  • are considered as crucial factors in the distribution of types of schools. These distributions are analysed for two important moments in time (the years around 1920 and 1970) and for various parts of the country.
  • Iskolai falitérképek, atlaszok. (Wall-maps and atlases for schools)
  • The history of Hungarian school-maps between 1800 and 1945 is treated. The development from the first school-atlases through the new way of relief representation to the present maps of new political attitude.
  • The reform of geography teaching in the Finnish upper secondary school and its reflection in the Matriculation Examinations of 1976-1985
  • Connections are traced with developments taking place at that time in geography as a scientific discipline and in the teaching of geography in schools on the international level. The reform of school geography teaching is viewed as an educational
  • innovation, the spatial advance of which can be examined in terms of diffusion theory. The teaching reforms described here are seen to have confirmed the status of geography as an independent, compulsory subject in the upper secondary school. At the same time
  • the new optional course in regional geography, with its emphasis on independent work by the pupils, has enlivened upper secondary school teaching and has proved extremely popular among Matriculation Examination candidates.
  • Education, social needs and resource allocation : a study of primary schools in Manchester
  • Geography in the school curriculum : a battle won but not yet over
  • Travelling to school: aspects of nineteenth-century catchment areas
  • Number of urban and other localities and their population (1981), age composition (population by major age group in urban and rural localities), illiteracy and school attainment (school qualifications), activity (population by activity and rate
  • Home or away: why do qualified leavers from Scottish schools move away from home?
  • This paper considers the reasons why qualified leavers from Scottish schools move from, or stay in, their parents'home. Sixorigin/destination sets, which are homogeneous in terms of moving from home, are identified. These sets are analysed
  • The impact of falling school-rolls on the assignment of primary schoolchildren to secondary schools in Manchester, 1980-1985
  • Elementary and secondary school teachers
  • Distance decay and dental decay: a study of dental health among primary school children in Newcastle upon Tyne
  • Ideas, names and scientific schools in physical geography
  • Estimating census undercount from school enrollment data: an application to the Soviet censuses of 1959 and 1970
  • is higher in the state schools (22,6%) than in private schools (5,2%) and they are gathered in a few schools located either in old depressed urban center or in transit cities. In spite of trends for scholar equality there is a real segregating pressure. (l'A.).
  • Social'no-ekonomiceskie faktory formirovanija geografii skol. (Socio-economic factors in the formation a geography of school)
  • Providing an adequate social infrastructure in rural areas: an application of a maximal supply dispersion model to elementary school planning in Rotenburg/Wümme (FRG)
  • British school geography in the 1980s: an easy test?
  • Regional distribution of representative service centres, such as schools, health service, retail, local authority service etc. A special coefficients and capacities characteristics are developed. - (MS)