Academic literature on the topic 'British School at Rome – History'
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Journal articles on the topic "British School at Rome – History"
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Smith, Christopher J. "A HUNDRED YEARS OF ROMAN HISTORY: HISTORIOGRAPHY AND INTELLECTUAL CULTURE." Papers of the British School at Rome 80 (September 24, 2012): 295–323. http://dx.doi.org/10.1017/s006824621200013x.
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In 2010, the Society for the Promotion of Roman Studies achieved its centenary. In 2012, the British School at Rome, which was closely linked to the origins of the Roman Society, celebrates the centenary of its Royal Charter. This marked the formal establishment of the distinctively broad and interdisciplinary remit of the School by the inclusion of humanities, art and architecture in a single institution. The combination of these two anniversaries has given rise to this attempt to think through some of the paths that Roman studies have taken, and to understand them within the context of broader developments in particularly British and Italian historiography. The Roman Society and the British School at Rome have many points of connection, both in terms of individuals and in terms of research interest. Recent work on the development of a British historical tradition has shown that it remains important to ground the reading of historical scholarship within the intellectual trajectory of its practitioners. This is, therefore, an argument about how the research represented in theJournal of Roman Studies, and conducted at the British School at Rome, and ultimately more widely, should be seen in a historiographical context.
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Wallace-Hadrill, Andrew. "The British School at Rome 1901–2001." Papers of the British School at Rome 69 (November 2001): 1–2. http://dx.doi.org/10.1017/s0068246200001732.
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Wickham, Chris. "Medieval studies and the British School at Rome." Papers of the British School at Rome 69 (November 2001): 35–48. http://dx.doi.org/10.1017/s0068246200001756.
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GLI STUDI MEDIEVALI E LA ‘BRITISH SCHOOL AT ROME’Le ricerche in campo medievale hanno costituito uno dei tratti distintivi dell'attività della ‘British School at Rome’ sin dagli esordi, con la pubblicazione di consistenti ricerche storico artistiche (Rushforth) e di storia amministrativa (Jamison) nella prima decade del ventesimo secolo. Successivamente, però, fino al secondo dopoguerra, itemi medievali vennero trattati in maniera piuttosto discontinua. Negli anni '50 l'attenzione si concentro sugli studi storici, mentre quelli archeologici iniziarono negli anni '60. Questi ultimi conobbero un intenso sviluppo in seguito alla ricognizione dell'Etruria meridionale (‘South Etruria Survey’) condotta dalla ‘British School at Rome’, concentratasi sul periodo romano ma che sollevo numerose questioni relative al periodo successive All'inizio degli anni '60, gli scavi di Santa Cornelia furono tra i primi scavi medievali in Italia. A meta del decennio, le ricerche di David Whitehouse sulla ceramica resero possibile per la prima volta datazioni accurate. Da queste premesse scaturirono tre decenni di lavoro intenso sull'archeologia medievale italiana, nel quale gli archeologici britannici, di solito legati alla ‘British School at Rome’, ebbero un ruolo importante. I decenni piu recenti hanno inoltre contributo allo sviluppo delle discipline storiche è storico-artistiche; John Osborne e stato particolarmente attivo nello sviluppo degli studi sulla cultura visiva altomedievale romana.
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Potter, T. W., and Simon Stoddart. "A century of prehistory and landscape studies at the British School at Rome." Papers of the British School at Rome 69 (November 2001): 3–34. http://dx.doi.org/10.1017/s0068246200001744.
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UN SECOLO DI STUDI PREISTORICI E DEL PAESAGGIO ALLA ‘BRITISH SCHOOL AT ROME’Questo articolo esamina i cento anni di tradizione di studi preistorici e del paesaggio della ‘British School at Rome’. Questo secolo di ricerca consiste in tre fasi principali: la direzione di Ashby, quella di Ward-Perkins e gli ultimi tre decenni del ventesimo secolo. Le prime due sezioni, scritte principalmente da Tim Potter prima della sua scomparsa, ripercorrono lo sviluppo degli studi topografici dai primi decenni del ventesimo secolo fino allo studio regionale degli anni’ 60. Nell'ultima sezione l'attivita della ‘British School at Rome’ è inserita nel contesto delle tendenze più recenti nell'archeologia del paesaggio: una combinazione di orientamento delle problematiche ed un'accresciuta intensità di ricerca. Nonostante l'Etruria sud-orientale sia generalmente considerata come il principale interesse delle ricerche sul paesaggio condotte dalla ‘British School’, questo articolo cerca di sottolineare anche l'importanza di ricerche condotte altrove, particolarmente nell'Africa settentrionale, Malta ed in Italia meridionale. L'obiettivo per il futuro è di vedere fino a che punto la tradizione britannica di sintesi riuscirà a collegare queste nuove tendenze negli studi sull'archeologia di paesaggio.
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Pedley, Mary. "The manuscript papers of Diego de Revillas in the Archive of the British School at Rome." Papers of the British School at Rome 59 (November 1991): 319–24. http://dx.doi.org/10.1017/s0068246200009752.
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LE CARTE MANOSCRITTE DI DIEGO DE REVILLAS NELLA BRITISH SCHOOL AT ROMEL'archivio della British School at Rome conserva in due scatole le carte manoscritte del prete girolamino Diego de Revillas (1690–1746), comprate da Thomas Ashby nel 1902 da Constantino Corvisieri che a sua volta le aveva acquistate dal monastero girolamino di S. Alessio e Bonifacio sull'Aventino. Revillas, amante di scienze nella tradizione dell'illuminismo, studiò varie discipline: la fisica, la fisiologia, la metereologia, la topografia classica e la cartografia. I manoscritti della British School contengono note e documenti di molti lavori pubblicati da Revillas, ed anche, diari, schizzi di cartografia ed osservazioni metereologiche a Roma (fù uno dei primi ad usare gli strumenti di Celsius e Réaumur). Le carte sono molto importanti per gli studiosi di topografia classica (che dal tempo di Ashby ne hanno beneficiato) come è dimostrato dalle osservazioni dettagliate di Revillas sulle antichità delle regioni Marsicana e Tiburtina. Le note rivelano anche che egli fu uno dei primi a Roma ad impiegare il rilevamento trigonometrico nella costruzione delle mappe a grande scala. A causa dei legami con il circolo del Cardinale Alessandro Albani e i principi Stuart, le sue carte rivelano l'ambiente scientifico della Roma del XVIII secolo.
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Fabbricotti, Emanuela. "Thomas Ashby e la Libia." Libyan Studies 32 (2001): 115–31. http://dx.doi.org/10.1017/s0263718900005811.
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AbstractThomas Ashby was a very well-known British archaeologist of the beginning of last century. He travelled a lot and left to the British School at Rome, of which he was the first student, many albums of photographs. Some of them have been recently published. This article deals with the trip to Libya by sea made in May 1910. He took photographs of Derna, Benghazi and Tripoli with general views of them. Of course, the panorama is now changed, but it is interesting to note some features which are nowadays lost, like the Turkish castle at Benghazi, or the arch of Marcus Aurelius at Tripoli still obstructed by later buildings, or the ‘modern’ technology of the radio masts at Derna.
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Greenwood, Martin. "Grants in Aid of Research: The ‘Anglo-Roman’ School: British sculptors in Rome 1820–70." Papers of the British School at Rome 65 (November 1997): 353. http://dx.doi.org/10.1017/s0068246200010722.
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Coarelli, Filippo. "Pits and fora: a reply to Henrik Mouritsen." Papers of the British School at Rome 73 (November 2005): 23–30. http://dx.doi.org/10.1017/s0068246200002968.
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POZZI E FORA: UNA RISPOSTA A HENRIK MOURITSENQuesto articolo è una risposta all'articolo di Henrik Mouritsen (Papers of the British School at Rome 72 (2004), 37–67), in cui si contesta l'interpretazione dei ‘pozzetti’ scoperti nei fori delle colonie latine (proposta da chi scrive e da Mario Torelli) come limiti di aree inaugurate, ispirati al modello del Foro di Roma. Anche se talvolta la funzione era in effetti diversa (come nel caso del Foro di Fregellae), l'ipotesi che collega i ‘pozzetti’ di dimensioni maggiori all'inauguratio di aree forensi sembra ancora la più probabile.
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Rathbone, D. W. "S. P. Oakley: The Hill-forts of the Samnites. (Archaeological Monographs of the British School at Rome, 10.) Pp. xii + 164, 145 figs, 1 map. London: British School at Rome, 1995. Paper, £35. ISBN: 0-904152-28-6." Classical Review 49, no. 1 (April 1999): 307–8. http://dx.doi.org/10.1093/cr/49.1.307.
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Laurence, Ray. "P. Arthur, Naples from Roman Town to City-State: an Archaeological Perspective (Archaeological monographs of the British School at Rome 12). London: British School at Rome, 2002. Pp. xv + 197, illus. ISBN 0-904152-383. £27.95." Journal of Roman Studies 94 (November 2004): 278–79. http://dx.doi.org/10.2307/4135098.
Full textDissertations / Theses on the topic "British School at Rome – History"
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Hunter, Evans Jasmine Louise. "David Jones and Rome : reimagining the decline of Western civilisation." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18206.
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David Jones (1895-1974), the Anglo-Welsh, Roman Catholic, poet, artist, and essayist, believed that Western civilisation was in decline. From his formative experience as a private in the First World War to the harrowing destruction of Western and British culture that he perceived during the Second World War and in its aftermath, Jones shaped his artistic vision of modernity on the basis of a complex and dynamic concept of ancient Rome. Jones developed this vision through his poetry, paintings, inscriptions, essays, interviews and letters over a period which spanned most of his adult life. It was not founded in any form of classical education, but was fashioned from his own experiences, his extensive reading, his conversations with friends, and, most importantly, from the discourses surrounding Rome's relationship with the modern world which were prevalent in his contemporary society. This thesis offers the first sustained study of Jones's reception of Rome and brings together a wide range of published and unpublished material. It situates Jones's vision of Rome within a broad context divided into four central areas of contemporary discourse: British political rhetoric, the cyclical historical movement, the defence of cultural unity and continuity, and the Welsh nationalist movement. Exploring the deep and previously uncharted relevance of Jones's works to twentieth-century British intellectual history reveals the enduring fascination of the Roman analogy as a way to comprehend the crisis of modernity.
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Iannaccone, Maria Cristina <1993>. "L' Archivio amministrativo della British School at Rome (BSR). I Grants in Aid of Research." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12798.
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La BSR è una prestigiosa accademia di ricerca che da più di cento anni ospita studiosi internazionali interessati all’archeologia, all’arte e alla storia del Mediterraneo occidentale. Il suo vasto Archivio, ormai ibrido, accoglie una sezione amministrativa, che documenta le attività della BSR fin dalla fondazione nel 1901. Gli Administrative Records, quindi, comprendono molti fascicoli riguardanti le borse di studio e gli incentivi finanziari assegnati ai ricercatori, che sono da sempre il fulcro dell’attività dell’Accademia. Il presente contributo si focalizza in maniera particolare sui Grants in Aid of Research: contributi economici concessi agli studiosi in necessità di una sovvenzione, dapprima in via eccezionale e poi con una certa regolarità. I destinatari erano principalmente i ricercatori che, esaurita la borsa di studio della BSR, volevano prolungare la permanenza a Roma, per completare la ricerca o approfondirla. Proprio grazie a questi sussidi fu possibile la realizzazione di una grande quantità di progetti archeologici in Italia, pur se le somme destinate non erano ingenti. In questa sede si vogliono soprattutto ricostruire le vicissitudini riguardanti la concessione dei Grants in Aid of Research e fornire un inventario dei fascicoli dei vincitori. Si tratta di uno strumento di informazione e di accesso al fondo che ne permette una più facile fruizione, soprattutto in vista dell’adozione di un software di gestione elettronica.
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Myrone, Martin David. "Body-building : British historical artists in London and Rome and the remaking of the heroic ideal c.1760-1800." Thesis, Courtauld Institute of Art (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266274.
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Stortz, Paul James. "The rural school problem in British Columbia in the 1920s." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28176.
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This thesis examines rural schools in British Columbia in the 1920s. Part I (Chapters I and II) discusses difficulties in reforming rural schools generally, and offers an overview of conditions teachers faced in the province's one-room schools. Part II (Chapters III and IV) is a case study of a region in north-central interior of the province. School conditions and the isolated communities in which the schools were located are studied, bringing to the fore the complexity of rural school reform. A wide range of sources was used, primarily Department of Education documents both printed and manuscript which were authored by officials, reformers, inspectors, and teachers. All of these documents are available in the Provincial Archives in Victoria. Local histories, Census of Canada, and a limited number of oral interviews with former teachers were also used.
The rural schools in British Columbia in the 1920s were "inefficient." Pupil retardation in one-room schools was rife, and Department of Education officials saw the teacher, the manager of the schoolhouse, as responsible for the problem. Her unpreparedness for remote school work prompted officials to advocate the creation of "rural-minded" teachers who could readily adapt to rural living. This proposal was ultimately stillborn, seriously flawed by the reality of rural school teaching. The majority of teachers were young, single, female teachers placed in a working and living environment which required physical strength and stamina to meet hardship, as well as mental agility in sensitive inter-personal relationships with community members. The normal school had no hope for success in training teachers to overcome such obstacles. Reform was especially misguided because the remote communities in which the schools
were located were often impoverished, scattered, and transient, and school conditions were greatly affected by the resulting lack of money and fluctuating pupil enrolment. The pervasiveness of these circumstances was largely overlooked by the inspectors whose brief visits to each school was for pedagogical supervision, and especially by officials viewing the province's hinterland from offices in Victoria.
This thesis raises some important questions as to the lack of knowledge urban-minded administrators exhibited of economic and informal political activity in rural communities, and the many problems associated with implementation of Department of Education policies at the local level. As well, the role of community members is highlighted, in particular the influence of their actions on school conditions. Significantly, much of the thesis takes the perspective of the teacher. Her experiences give context to the study of school and community and demonstrate that the solution to the rural school problem was much more complicated than their merely becoming "rural-minded."Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Chiang, Po-Yu Emmy. "The development of school principalship in Vancouver, 1886-1928." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29350.
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The traditional role of the school principal as head teacher, school secretary, janitor and nurse became transformed during the last century in the United States, as growth of the size of city schools required principals to provide supervisory and instructional leadership. By the turn of the century, principals of large urban centres were granted much administrative control over their schools and were relieved of teaching, clerical, janitorial and medical duties so that they could devote their time to inspect classes and manage their staff.
As this was the state of the profession in the United States, the purpose of this thesis is to investigate whether or not the same kind of change occurred in Canadian schools, and whether this American trend had any impact on the pace or pattern of change for Canadian school principals.
Early school principalship in Vancouver, as it developed from 1886 to 1928, is selected as a case for inquiry. The study profiles the personal and professional background of Vancouver's first principals and describes the nature of their work during this time period. As the various available sources, such as the annual provincial superintendent's reports and school board meeting minutes show, while the profession did undergo similar type of reform, as principals evolved from head teachers to supervisors and managers, the process was hampered by local elements and concerns, as well as decisions made by city and provincial authorities. One can conclude from these findings that, for one Canadian city at least, new models and ideas in school administration from the United States were not quickly or easily transferred and adopted. For Vancouver, the decision to redefine the role of school principals happened only when local needs justified such a move.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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McDougall, Julie. "Publishing history and development of school atlases and British geography, c.1870-c.1930." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/6691.
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My concern in this thesis is with the production of British school atlases between 1870 and 1930. I interpret this particular genre of map and book through the rich resource of the Bartholomew Archive, which holds the business and personal records of the Edinburgh mapmaking firm John Bartholomew & Son. School atlases were instrumental in the dissemination of geographical knowledge at a time when geographers were moulding their subject’s place in the universities and schools in Britain and in parts of the Empire beyond. This thesis builds on concepts in the history of the book, the history of the map and archive history in order to gain knowledge about the people and processes through which this particular type of mapbook was produced, moved and used, and to understand how it was bound up in the development of a discipline. In chapter 1, I outline the main themes of the thesis. The theoretical and methodological ideas underlying it are reviewed in detail in chapter 2. Chapter 3 illuminates the themes threading through the following empirical chapters, providing insight into school atlas production through a consideration of Bartholomew’s production ledgers and what these reveal about the nature of geographical publishing. Interactions between individual atlas producers form the focus of chapter 4, particularly negotiations between publishers, mapmakers, geographers and other professionals over the meaning of ‘author’. In chapter 5, I go on to address atlas production in relation to the pedagogy of regional geography used in schools and, particularly, its impact on school atlases for pupils in ‘local’ settings across the UK. This leads in chapter 6 to an interpretation of how this localising of school atlases was adapted to readers’ locations throughout the British Empire. Questions about readers’ role in the shaping of textual meaning are considered further in chapter 7, which draws on specific instances of producer-reader-atlas interactions to support the argument that reading and reviewing were processes conducted not only, as I show, by readers on the published text but, as I also indicate, they were practices performed by both producers and readers during atlas production. My findings in this thesis shed light on the publishing history of British school atlases, hitherto largely unexamined by historians of the map and historians of geography, and they contribute to our understanding of the production, movement and use of geographical knowledge in the late nineteenth and early twentieth centuries.
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Stephenson, Kate. ""It's not for the sake of a ribboned coat" : a history of British school uniform." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/12647/.
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Despite a good deal of work on the history of education, uniforms and children’s clothes as separate fields of research, the development of school uniform is an area that has received little meaningful academic attention to date. School uniform is a visibly prominent reflection of, not only, institutional values, but also of wider views and an indicator of cultural change. This thesis takes an interdisciplinary approach to recreate the five hundred year history of British school uniform using archival, commercial and autobiographical sources to discuss trends in design, adoption and change across a wide range of educational institutions. In doing so the importance of social factors and constructs on the education system and school appearances have become apparent, most notable amongst these are class and gender, but also nationalism and religion. This broad approach enables a wider spectrum of influences and processes to be analysed and their impact seen over a longer time period, allowing connections to be made that might, otherwise, have been missed through close focus. The resulting wide temporal framework can also act as a basis in which future research may be situated.
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Carr, Geoffrey Paul. "'House of no spirit' : an architectural history of the Indian Residential School in British Columbia." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/34181.
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This dissertation investigates an often disregarded aspect of the history of the Indian Residential School (IRS) system in British Columbia (BC): namely, the designs, aims, and uses of its architecture. Central to the dissertation is the contention that the IRS should not be considered a ―school‖ per se, as this label suggests not only kinship with a broad spectrum of institutions, but also intimates a place of salubrity and self-improvement. On the contrary, the study evinces the particular nature of the IRS: to disrupt the formation of genealogies between these structures and other modern institutions. This emphasis on distinctions—between the IRS and other modern buildings—is explored through a comparative architectural topology, meant to reveal the precise function of the IRS: to target certain colonized Indigenous subjects, to effect particular rationalities of colonial rule, and to produce distinct spaces within which to enforce new behavioural norms. Moreover, I argue that the IRS comprised places without place, non-places where Indigenous children, by design, were meant to no longer feel at home in their own societies, cultures, communities, and families.
In addition to rethinking IRS architecture in BC, the study also surveys several conflicting opinions on how—or if at all—to commemorate the institutional remnants of this complex and, often, painful history. Variously repurposed, neglected, or demolished, the former IRS pose several problems, in terms of determining their historical value and their place among existing national, provincial, and regional sites of memory. I analyse the official processes by which material and intangible traces of the past become bearers of heritage value. Following this, I investigate in depth the cluster of issues that trouble attempts to recognize and preserve the ―difficult heritage‖ of the IRS.
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Ghelani, Divya. "The 'radical' in the classroom in British school stories from the 1950s to the present day." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48199175.
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This thesis is a study of a recurring figure or trope of post-war British school stories wherein a ‘radical’ character enters a school or classroom setting to introduce an alternative concept of learning or education.
The radical may be a teacher or a student. Teacher types include the tyrannical pedagogue; the ostentatious but ultimately self-serving teacher-sophist; the charismatic, benevolent Master; and the predatory teacher. Representations of the pupil include the loving disciple; the disloyal pupil; the autodidact; and the student-creator whose steals the Master’s knowledge and runs, fashioning new worlds from it.
While these types vary from story to story, all modern classroom radicals challenge the way teaching and learning are practised in their educational institutions. In doing so, they reflect on the purpose of schools and the political ambitions behind knowledge construction. The post-war British school story classroom radical asks perennial questions about the modern site of pedagogy. What gives one the right to teach? Why must one be taught? What is true teaching? How should one educate and to what end?
This thesis begins with a historical overview of British school story fiction, and argues that this flamboyant school-story character emerges from the debris of World War Two. My thesis moves on to focus on eight key novels, plays and autobiographies: Lord of the Flies (William Golding, 1954), To Sir, With Love (E.R. Braithwaite, 1959), Forty Years On (Alan Bennett, 1968), Black Teacher (Beryl Gilroy, 1976), The Prime of Miss Jean Brodie (Muriel Spark, 1981), Another Country (Julian Mitchell, 1981), The History Boys (Alan Bennett, 2004) and Never Let Me Go (Kazuo Ishiguro, 2005).
Chapter One focuses on radical dissent in the 1930s classroom, using Spark’s and Mitchell’s retrospective accounts. Chapter Two considers black teacher radicalism from the late 1950s to the 70s, using Braithwaite’s To Sir, With Love and Gilroy’s Black Teacher. Chapter Three takes the reader up to the 1980s, analysing the containment of radicalism in the figure of Alan Bennett and his work. Chapter Four discusses the limitations of classroom radicalism and the future of the school story radical in contemporary fiction, by examining the earliest and latest of the school stories selected for attention, Golding’s Lord of the Flies (1954) and Ishiguro’s Never Let Me Go (2005). In the former radicalism is punished but idealised. The latter imagines a future of such a level of institutionalisation that radicalism in the classroom or elsewhere will have been rendered simply unthinkable.
This thesis demonstrates that the radical in the classroom narrative trope is always didactic. Whether or not one is encouraged to agree with the radical, the implicit role of the radical character in the British school story is to educate the reader to think critically about the world and their place within it.
Paradoxically, repeated textual examples of the radical’s failure and/or incorporation into the establishment point a type of critical pedagogical radicalism that is inherently conservative. This summation is supported by a brief genealogy of educational discourses and debates in Britain post-World War Two.published_or_final_version
English
Master
Master of Philosophy
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Scarff, Stephen D. "The British public school and the imperial mentality : a reflection of empire at U.C.C." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43943.pdf.
Full textBooks on the topic "British School at Rome – History"
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Sarah, Moulden, ed. Antonio Sciortino and the British Academy of arts in Rome. [Qormi, Malta]: Horizons, 2012.
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Lungo l'Appia e la Traiana: Le fotografie di Robert Gardner in viaggio con Thomas Ashby nel territorio di Beneventum agli inizi del Novecento. [Grottaminarda]: Delta3, 2012.
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1778-1843, Hakewill James, Herrmann Luke, British School at Rome, and Cartiere Miliani Fabriano, eds. Twilight of the grand tour: A catalogue of the drawings by James Hakewill in the British School at Rome Library. [Roma]: Istituto poligrafico e Zecca dello Stato, 1992.
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Caldarola, Giovina. La regina viarum e la via Traiana: Da Benevento a Brindisi nelle foto della collezione Gardner. [Grottaminarda]: Delta3, 2013.
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Bread for the people: The archaeology of mills and milling : proceedings of a colloquium held in the British School at Rome, 4th-7th November 2009. Oxford: Archaeopress, 2011.
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Manca di Mores, Giuseppina, editor and British School at Rome, eds. La Sardegna di Thomas Ashby: Paesaggi, archeologia, comunità : fotografie 1906-1912. Sassari: Carlo Delfino editore, 2014.
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Thomas Ashby's Sardinia: Landscapes archaeology communities : photographs 1906-1912. Sassari: Carlo Delfino editore, 2017.
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Vienna, Tordone, and British School at Rome, eds. Thomas Ashby: Viaggi in Abruzzo 1901/1923. Cinisello Balsamo, Milano: Silvana, 2011.
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Rome, British School at, and Royal College of Art (Great Britain), eds. Rome scholars 1980-1990: The British School at Rome : painters, printmakers, sculptors, architects. [London: British School at Rome, 1990.
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Robertson, W. J. High school history of Greece and Rome. Toronto: Copp, Clark, 1986.
Find full textBook chapters on the topic "British School at Rome – History"
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Jackson, Scott M. "The British School." In Skin Disease and the History of Dermatology, 221–44. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003273622-18.
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Moncrieffe, Marlon Lee. "Centring the Black Experience in Key Stage 2 Primary School British History." In Decolonising the History Curriculum, 57–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57945-6_5.
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Sgarbi, Marco. "The Influence of Paduan Aristotelianism and the Genesis of the British School." In Studies in History and Philosophy of Science, 99–113. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4951-1_6.
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Clogg, Richard. "The British School at Athens and the Modern History of Greece." In Anglo-Greek Attitudes, 19–35. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230598683_2.
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Giovannella, Carlo, Ida Crea, Giuseppe Brandinelli, Bianca Ielpo, and Cristina Solenghi. "Improving Massive Alternance Scheme: The Paradigmatic Case History of the Incubator of Projectuality at the Ferrari School of Rome." In The Interplay of Data, Technology, Place and People for Smart Learning, 3–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92022-1_1.
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Rimmer, Abi. "A History of Women in British Medicine." In Women's Voices in Psychiatry, 25–38. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198785484.003.0003.
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This chapter, A history of women in British medicine, discusses the pioneering women who first trained and practised in medicine in the United Kingdom. It looks at the women who challenged and changed the medical establishment and those who helped to found the first medical school for women. It also looks at the role that a number of courageous women doctors played in both the First and Second World Wars at great risk to themselves, often without the support of their governments. Finally it explores the ongoing struggle that women doctors face in trying to achieve equality with their male colleagues.
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Beard, Mary, and Christopher Stray. "The Academy Abroad: The Nineteenth-Century Origin of the British School at Athens." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0017.
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This chapter focuses on the foundation and early history of the British School at Athens. It shows how the story of such foreign institutes intersects with many of the key issues in the rethinking of the Classics in the late Victorian period. These issues involve: the role of archaeology within the study of Classics, how archaeology was to be defined and bounded, and the relationship between the study of Classics and the modern lands of Greece and Italy, particularly in the light of growing middle class tourism and its infrastructures.
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"British School at Rome (BSR)." In The Grants Register 2018, 194–97. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_244.
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"British School at Rome (BSR)." In The Grants Register 2023, 250–51. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_5345.
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"British School at Rome (BSR)." In The Grants Register 2020, 204–5. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_199.
Full textConference papers on the topic "British School at Rome – History"
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Rutsinskaya, Irina, and Galina Smirnova. "VISUALIZATION OF EVERYDAY SOCIAL AND CULTURAL PRACTICES: VICTORIAN PAINTING AS A MIRROR OF THE ENGLISH TEA PARTY TRADITION." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/37.
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"Throughout the second half of the seventeen and the eighteenth centuries, tea remained an expensive exotic drink for Britain that “preserved” its overseas nature. It was only in the Victorian era (1837-1903) that tea became the English national drink. The process attracts the attention of academics from various humanities. Despite an impressive amount of research in the UK, in Russia for a long time (in the Soviet years) the English tradition of tea drinking was considered a philistine curiosity unworthy of academic analysis. Accordingly, the English tea party in Russia has become a leader in the number of stereotypes. The issue became important for academics only at the turn of the twentieth and twenty-first centuries. Currently, we can observe significant growth of interest in this area in Russia and an expansion of research into tea drinking with regard to the history of society, philosophy and culture. Despite this fact, there are still serious lacunas in the research of English tea parties in the Victorian era. One of them is related to the analysis of visualization of this practice in Victorian painting. It is a proven fact that tea parties are one of the most popular topics in English arts of the nineteenth and the twentieth centuries. No other art school in the world referred to the topic so frequently: painting formed the visual image of the English tea party, consolidated, propagandized and spread ideas of the national tea tradition. However, this aspect has been reflected neither in British nor Russian studies. Being descriptive and analytical, the present research refers to the principles of historicism, academic reliability and objectivity, helping to determine the principal trends and social and cultural features and models in Britain during the period. The present research is based on the analysis of more than one hundred genre paintings by British artists of the period. The paintings reflect the process of creating a special “truly English” material and visual context of tea drinking, which displaced all “oriental allusions” from this ceremony, to create a specific entourage and etiquette of tea consumption, and set nationally determined patterns of behavior at the tea table. The analysis shows the presence of English traditions of tea drinking visualization. The canvases of British artists, unlike the Russian ones, never reflect social problems: tea parties take place against the background of either well-furnished interiors or beautiful landscapes, being a visual embodiment of Great Britain as a “paradise of the prosperous bourgeoisie”, manifesting the bourgeois virtues. Special attention is paid to the role of the women in this ritual, the theme of the relationship between mothers and children. A unique English painting theme, which has not been manifested in any other art school in the world, is a children’s tea party. Victorian paintings reflect the processes of democratization of society: representatives of the lower classes appear on canvases. Paintings do not only reflect the norms and ideals that existed in the society, but also provide the set patterns for it."
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Cmeciu, Doina, and Camelia Cmeciu. "VIRTUAL MUSEUMS - NON-FORMAL MEANS OF TEACHING E-CIVILIZATION/CULTURE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-108.
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Considered repositories of objects(Cuno 2009), museums have been analysed through the object-oriented policies they mainly focus on. Three main purposes are often mentioned: preservation, dissemination of knowledge and access to tradition. Beyond these informative and cultural-laden functions, museums have also been labeled as theatres of power, the emphasis lying on nation-oriented policies. According to Michael F. Brown (2009: 148), the outcome of this moral standing of the nation-state is a mobilizing public sentiment in favour of the state power. We consider that the constant flow of national and international exhibitions or events that could be hosted in museums has a twofold consequence: on the one hand, a cultural dynamics due to the permanent contact with unknown objects, and on the other hand, some visibility strategies in order to attract visitors. This latter effect actually embodies a shift within the perception of museums from entities of knowledge towards leisure environments. Within this context where the concept of edutainment(Eschach 2007) seems to prevail in the non-formal way of acquiring new knowledge, contemporary virtual museums display visual information without regard to geographic location (Dahmen, Sarraf, 2009). They play ?a central role in making culture accessible to the mass audience(Carrazzino, Bergamasco 2010) by using new technologies and novel interaction paradigms. Our study will aim at analyzing the way in which civilization was e-framed in the virtual project ?A History of the World in 100 Objects, run by BBC Radio 4 and the British Museum in 2010. The British Museum won the 2011 Art Fund Prize for this innovative platform whose main content was created by the contributors (the museums and the members of the public). The chairman of the panel of judges, Michael Portillo, noted that the judges were impressed that the project used digital media in ground-breaking and novel ways to interact with audiences. The two theoretical frameworks used in our analysis are framing theories and critical discourse analysis. ?Schemata of interpretation? (Goffman 1974), frames are used by individuals to make sense of information or an occurrence, providing principles for the organization of social reality? (Hertog & McLeod 2001). Considered cultural structures with central ideas and more peripheral concepts and a set of relations that vary in strength and kind among them? (Hertog, McLeod 2001, p.141), frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating text or e-text. We will interpret this virtual museum as a hypertext which ?makes possible the assembly, retrieval, display and manipulation? (Kok 2004) of objects belonging to different cultures. The structural analysis of the virtual museum as a hypertext will focus on three orders of abstraction (Kok 2004): item, lexia, and cluster. Dividing civilization into 20 periods of time, from making us human (2,000,000 - 9000 BC) up to the world of our making (1914 - 2010 AD), the creators of the digital museum used 100 objects to make sense of the cultural realities which dominated our civilization. The History of the World in 100 Objects used images of these objects which can be considered ?as ideological and as power-laden as word (Jewitt 2008). Closely related to identities, ideologies embed those elements which provide a group legitimation, identification and cohesion. In our analysis of the 100 virtual objects framing e-civilization we will use the six categories which supply the structure of ideologies in the critical discourse analysis framework (van Dijk 2000: 69): membership, activities, goals, values/norms, position (group-relations), resources. The research questions will focus on the content of this digital museum: (1) the types of objects belonging to the 20 periods of e-civilization; (2) the salience of countries of origin for the 100 objects; (3) the salience of social practices framed in the non-formal teaching of e-civilization/culture; and on the visitors? response: (1) the types of attitudes expressed in the forum comments; (2) the types of messages visitors decoded from the analysis of the objects; (3) the (creative) value of such e-resources. References Brown, M.F. (2009). Exhibiting indigenous heritage in the age of cultural property. J.Cuno (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Carrazzino, M., Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11, 452-458. Cuno, J. (2009) (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Dahmen, N. S., & Sarraf, S. (2009, May 22). Edward Hopper goes to the net: Media aesthetics and visitor analytics of an online art museum exhibition. Visual Communication Studies, Annual Conference of the International Communication Association, Chicago, IL. Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education . Journal of Science Education and Technology, 16 (2), 171-190. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press. Hertog, J.K., & McLeod, D. M. (2001). A multiperspectival approach to framing analysis: A field guide. In S.D. Reese, O.H. Gandy, & A.E. Grant (Eds.), Framing public life: Perspective on media and our understanding of the social world (pp. 139-162). Mahwah, NJ: Lawrence Erlbaum Associates. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32 (1), 241-267. Kok, K.C.A. (2004). Multisemiotic mediation in hypetext. In Kay L. O?Halloren (Ed.), Multimodal discourse analysis. Systemic functional perspectives (pp. 131-159), London: Continuum. van Dijk, T. A. (2000). Ideology ? a multidisciplinary approach. London, Thousand Oaks, New Delhi: Sage.
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TAKEUCHI, Yuko. "British design pedagogies in Japanese design handbooks: Focus on color education of the government school of design in Britain." In 10th International Conference on Design History and Design Studies. São Paulo: Editora Edgard Blücher, 2016. http://dx.doi.org/10.5151/despro-icdhs2016-03_007.
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MAȚOI, Ecaterina. "TEHREEK-E-LABBAIK PAKISTAN (TLP): A RISING EXTREMIST FORCE, OR JUST THE TIP OFA LARGER RADICALISED ICEBERG IN THE AFPAK REGION?" In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.26.
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As if Afghanistan’s recent takeover by the Taliban was not a sufficiently significant development in the AfPak region, reports indicate that Pakistan’s largest sect, the Barelvi, becomes increasingly militant and aggressive by the day. Since another important movement for the history of Pakistan - the Deobandi - has generally dominated the violence scene in Pakistan starting with the Soviet invasion of Afghanistan, this trend within the Barelvis is a rather new one, and deserves extensive attention keeping in mind the recent regional developments. Taking a brief look at the history of the region to identify possible causes that may underlie the radicalization of the Tehreek-e-Labbaik Pakistan group, it is noticeable that emergence of Barelvi and Deobandi sects in the first part of 19th century was part of a larger movement to revive Islam in the Northern part of India, but in different manners: while the Deobandi kept close to the Hanafi Sunni teachings in a strictly manner, the Barelvi sect – developed itself mostly on a Sufi legacy, as part of a larger Folk Islam inherited from the Mughal Empire, despite being itself affiliated with the Hanafi school. The differences between the two movements became critical from a political, security and social point of view, especially after the division of British India in 1947, into two states: a Muslim one – present day Pakistan, and a Hindu one - present day India, of which, the first, became the state entity that encompassed both Hanafi revivalist movements, Deobandi and Barelvi. Therefore, this research is aiming to analyse the history of Barelvi movement starting with the British Raj, the way in which Pakistan was established as a state and the problems that arose with the partition of the former British colony, the very Islamic essence of the new established state, and the potential for destabilization of Barelvi organisations in an already prone to conflict area. Consequently, the current research aims to identify the patterns of latest developments in Pakistan, their historical roots and causes, main actors active in religious, political and military fields in this important state-actor from the AfPak region, in order to project Barelvi recent in a defined environment, mainly by using a historical approach.
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Turaga, Vasanta Sobha. "Fading urban memories: status of conservation of historic Samsthan/Zamindari Palaces in Small and medium town master plans in Telangana, India." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/wzuc7012.
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‘Public memores’ are an imporant aspect in preserving a place’s culture and heritage. Actions of the government and society many times define/redefine identities of places, impacting collective memory of people in perceiving places. Conscious efforts are required to make and keep public memories alive. Insensitive and uninformed Urban Planning can lead to erasing history and heritage not just physically but from public memories as well. This Paper discusses the issues of Fading Urban Memories by taking case studies of two historic towns in the South Indian State of Telangana. Most of the Small & Medium Towns in Telangana, India, developed over the last two centuries from their historic core areas of the Capitals of erstwhile Samsthans/Zamindaris, land revenue admistration units/sub-regional authorities under the British and the Princely States’ Rulesin India till Independence in 1947. These Samsthans/Zamindars/ Jagirdars were ‘Chieftains’ of their own territories and ruled from ‘Palaces’ located in their Capital city/town. The palaces and historic areas of old Samsthan/Zamindari settlements represent local histories whose significance, memory, heritage needs to be preserved for posterity. Gadwa and Wanaparthy were two such towns, which developed mid-17 Century onwards becoming present day Municipalities of different Grades. The Department of Town and Country Planning, Govt. Of Telangana, prepares Master Plans for development of Municipalities. The surviving Fort/Palaces is marked by their present land use in the development plans, unrecognized for thier heritage status, thus posing threat to heritage being erased from collective Urban memory. The case studies presented in this paper are from the ongoing doctoral research work being done by the author at School of Planning and Architecture, Jawaharlal Nehru Architecture and Fine Arts University, Hyderabad, on the topic of ‘Planning for Conservation of Samshtan/Zamindari Palaces of Telangana and Andhra Pradesh’.
Reports on the topic "British School at Rome – History"
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.
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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Vallerani, Sara, Elizabeth Storer, and Costanza Torre. Key Considerations: Equitable Engagement to Promote COVID-19 Vaccine Uptake among Undocumented Urban Migrants. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.013.
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This brief sets out key considerations linked to the promotion of COVID-19 vaccine uptake among undocumented migrants residing in Rome, Italy. We focus on strategies to equitably distribute COVID-19 vaccines. Evidence from Italy is applicable to other contexts where vaccine administration is tied to “vaccine passports” or “immunity passes”. Undocumented migrants have been considered as some of the “hardest to reach” groups to engage in COVID-19 vaccination outreach. This brief uses the term undocumented migrant or migrant for brevity, but we refer to people living without formal Italian citizenship, refugee status or right to remain in Italy. This brief explores the everyday context of undocumented migrants lives, and how experiences of the COVID-19 pandemic have exacerbated difficult conditions. It links emerging vulnerabilities to perceptions of vaccines, and we suggest that migrants orientate themselves towards the vaccines within frameworks which prioritise economic survival. In many cases, migrants have accepted a COVID-19 vaccine to access paid employment, yet this has often generated mistrust in the state and healthcare system. Accordingly, this brief considers how vaccines can be distributed equitably to boost trust and inclusion in the post-pandemic world. This brief draws primarily on the ethnographic evidence collected through interviews and observations with undocumented migrants in Rome, along with civil society representatives and health workers between December 2021 and January 2022. This brief was developed for SSHAP by Sara Vallerani (Rome Tre University), Elizabeth Storer (LSE) and Costanza Torre (LSE). It was reviewed by Santiago Ripoll (IDS, University of Sussex), with further reviews by Paolo Ruspini (Roma Tre University) and Eloisa Franchi (Université Paris Saclay, Pavia University). The research was funded through the British Academy COVID-19 Recovery: G7 Fund (COVG7210058). Research was based at the Firoz Lalji Institute for Africa, London School of Economics. The brief is the responsibility of SSHAP.
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Sarafian, Iliana. Key Considerations: Tackling Structural Discrimination and COVID-19 Vaccine Barriers for Roma Communities in Italy. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.014.
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This brief highlights how structural discrimination and social exclusion shape attitudes to COVID-19 vaccines among Roma communities in Italy, and the role trusted communal and public authorities can play in supporting vaccine uptake and tackling broader exclusions. Contradictions in the Italian state’s response to COVID-19, alongside ongoing forms of exclusion can increase Roma mistrust in state initiatives and prevent vaccine participation. This brief aims to aid and inform local government and public health authorities in Italy that serve populations inclusive of Roma communities. This brief is based on research conducted in-person and remotely from November 2021 to January 2022 with Roma and Sinti communities in Milan, Rome and Catania, Italy, which have distinct historical, linguistic, geographical, religious, and other forms of identification. Similarities in how the different Roma communities experience the COVID-19 pandemic, and in their vaccine decisions were identified. This brief was developed for SSHAP by Iliana Sarafian (LSE) with contributions and reviews from Elizabeth Storer (LSE), Tabitha Hrynick (IDS), Dr Marco Solimene (University of Iceland) and Dijana Pavlovic (Upre Roma). The research was funded through the British Academy COVID-19 Recovery: G7 Fund (COVG7210058). Research was based at the Firoz Lalji Institute for Africa, London School of Economics. The brief is the responsibility of SSHAP.