Relevant bibliographies by topics / Education History 18th century

Academic literature on the topic 'Education History 18th century'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Education History 18th century"

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Marchand, Philippe. "ROBERTS (Benjamin). – Trough the keyhole. Dutch child-rearing in the 17th and the 18th century Three urban elite families." Histoire de l'éducation, no. 89 (January 1, 2001): 143–48. http://dx.doi.org/10.4000/histoire-education.858.

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Petrou, Georgia. "Translation Studies and the History of Science: The Greek Textbooks of the 18th Century." Science & Education 15, no. 7-8 (November 2006): 823–40. http://dx.doi.org/10.1007/s11191-005-0960-9.

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LeBeau, Ling Gao. "International Students in American Colleges and Universities: A History." Journal of International Students 2, no. 1 (January 1, 2012): 126–27. http://dx.doi.org/10.32674/jis.v2i1.544.

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International Students in American Colleges and Universities: A History provides a comprehensive historical overview of international student exchange in the U.S. The purpose of this book is to trace the history of international students in institutions of American higher education by enumerating why and how international students have studied in the U.S. since the 18th century. It also provides an overview of international students’ impact on American higher education and society. International educators will not only obtain historical knowledge of international students but also become enlightened about the field of internationalization.
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Linczenbold, Levente. "A jogi oktatás kezdetei Egerben: a Foglarianum." Studia Theologica Transsylvaniensia 23, no. 1 (June 10, 2020): 71–89. http://dx.doi.org/10.52258/stthtr.2020.1.04.

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Anyone who examines the history of the city of Eger will inevitably meet the so-called “university idea” which caught fire in the 18th century but only became a reality in the 21st century. Eger not only plays an important role in the political history of the country, but also represents lasting values in its cultural history. One of this, doomed by the past, is its activity on law education which flourished between the 18th and 20th century, however, due to social and political changes, it suffered decline and eventually ceased to exist. The modernization aspirations of the Habsburg Empire, the tensions between national and imperial intentions, the social and political crises, the turning points towards the end of the 19th century, made possible a form of training that, despite political debates, supplied the legal and administrative task required by the state of that era to function. In this study, we explore the essential elements of 209 years, especially the early times, and place them in the historical process. The particular motive of the topic selection was the fact that the intention of the founder has been finally realized: Eger’s institution of higher education became a university and will hopefully receive the Catholic denotation one day.
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Kislova, Ekaterina I. "“Latin” and “Slavonic” Education in the Primary Classes of Russian Seminaries in the 18th Century." Slovene 4, no. 2 (2015): 72–91. http://dx.doi.org/10.31168/2305-6754.2015.4.2.3.

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The article focuses on the issue of using the Latin and “Slavensky” (that is, the combined Russian and Church Slavonic) languages in primary ecclesiastical education in the 18th century. By the 1740s, seminary education in Latin had established itself in Russia. But primary teaching of reading and writing in Russian and Church Slavonic was the tradition until the end of the 18th century, regardless of where the teaching was taking place, either at home or at a Russian school affiliated with a seminary. Russian schools were organized for teaching illiterate or semiliterate children. But by the late 18th century, several seminaries attempted to reorganize “Russian schools” into ecclesiastical schools in which Russian would be the only language of instruction. Junior classes at seminaries were fully focused on teaching Latin, but Latin was by no means a complete replacement for Russian. The principal method of instruction was translation, and the administrators of many seminaries demanded attention to the quality of the students’ translations into Russian. Thus, Russian and Latin were functionally distributed in primary education. Only Church Slavonic was practically excluded from teaching after the primary courses of reading and church singing, and that preconditioned its conservation as a language used only for church services, leading to the extinction of the hybrid form.
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Danilova, L. N. "Forming of social order for teachers in the history of education in Russia." Professional education in the modern world 12, no. 2 (July 13, 2022): 271–79. http://dx.doi.org/10.20913/2618-7515-2022-2-10.

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Introduction. The first state educational institution for teacher’s training was the teachers’ seminary established in 1783. However, the teaching profession appeared in Russia long before that and was supported by social request. This fact builds questions about transformations of public expectations in relation to teachers, i.e. about the history of the social order to teachers. That order had not been realized and reflected in some documents for a long time, but its influence on education in Russia can be clearly observed already in the 17th century. Purpose setting. The article attempts to determine features of its becoming. Methodology of the study. The research is based on a large layer of literature, on the principles of dialectics and historicism, and uses comparative historical analysis, deduction, culturomics, content analysis, statistics and other theoretical methods. Results. Features of forming of a social order to teachers in the 17th and 18th centuries are identified and specified. The factors and conditions of its forming in the specified historical period are characterized; its structural components were determined, also patterns of changes in the social order for teachers and its actualization time were detected. Conclusion. In the 17th century, there was an order for teachers in the Russian Tsardom, the subject of which was the church, but partly also the state and townspeople. The state imposed requirements on teacher’s work, regulating some aspects of school organizing. The emerging in those times trend of transition from religious characteristics of the teacher to professional ones finally took shape at the beginning of the 18th century, when the state order for teachers had been formed. By the middle of the century, the image of the teacher had radically changed, and there were requirements of professionalism in the being taught science and of positive personal characteristics, which found its place in organizing of the first teachers’ seminary: the order for teacher’s methodological training began thanks to it. Patterns of formation of a social order to teachers (society always has high expectations from either professional or personal characteristics of the teacher; during periods of social conflicts and changes the requirements for his personal characteristics are actualized; that transfer depends on social stability) confirm that clearly it depends on historical periods and socio-political conditions.
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Novozhilov, V. Y. "From the History of the Officers Training for the Internal Troops of the Interior in Russia." Izvestiya of Saratov University. History. International Relations 12, no. 1 (2012): 37–41. http://dx.doi.org/10.18500/1819-4907-2012-12-1-37-41.

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The article gives detailed information of military education in Russia since the 18th century. The author presents the development of military education, the way it suited to different circumstances and the influence of the latter on the process of Russian officers’ professional upbringing. A special attention is given to the commanders of the Internal Troops training. The goals and the tasks of education depending on the political circumstances, the ways they have been solved, are discussed. The preparation of the military staff in educational institutions is also discussed.
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Katane, Irena, and Edgars Katans. "DISTANCE EDUCATION IN HISTORICAL ASPECT." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 309. http://dx.doi.org/10.17770/sie2012vol1.51.

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<p>In this article the authors give theoretical substantiation to the ideas of distance education, as well as offer an insight into the development of distance education, where the experience of many countries is summarized. The aim of the article is to publish the results of the theoretical research on the history of distance Education. As a result of research, the authors drew several conclusions: 1) since the 18th century, when the first attempt of distance education had been registered, till nowadays the humankind has amassed rich experience in this sphere;2) the correspondence education is the initial form of distance learning; 3) the development of distance education in the 20th century was facilitated by the development of information and communication technologies and their introduction into education; 4) in connection with the development of distance education, a new direction — media pedagogy — began its development in pedagogy.</p>
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Sakai, Tatsuo, and Yuh Morimoto. "The History of Infectious Diseases and Medicine." Pathogens 11, no. 10 (October 4, 2022): 1147. http://dx.doi.org/10.3390/pathogens11101147.

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From ancient times to the present, mankind has experienced many infectious diseases, which have mutually affected the development of society and medicine. In this paper, we review various historical and current infectious diseases in a five-period scheme of medical history newly proposed in this paper: (1) Classical Western medicine pioneered by Hippocrates and Galen without the concept of infectious diseases (ancient times to 15th century); (2) traditional Western medicine expanded by the publication of printed medical books and organized medical education (16th to 18th century); (3) early modern medicine transformed by scientific research, including the discovery of pathogenic bacteria (19th century); (4) late modern medicine, suppressing bacterial infectious diseases by antibiotics and elucidating DNA structure as a basis of genetics and molecular biology (20th century, prior to the 1980s); and (5) exact medicine saving human life by in vivo visualization and scientifically verified measures (after the 1990s). The historical perspectives that these five periods provide help us to appreciate ongoing medical issues, such as the present COVID-19 pandemic in particular, and remind us of the tremendous development that medicine and medical treatment have undergone over the years.
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Lempa, Heikki. "From Honour to Bildung. Rethinking the Body in Making German Civil Society, 1750–1850." Journal of Modern European History 20, no. 1 (February 2022): 44–58. http://dx.doi.org/10.1177/16118944221077426.

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With his concept of neuständische Gesellschaft, Reinhard Blänkner suggests that education or, rather, Bildung, becomes the practice that defines one's social status in the German lands between 1750 and 1850. I build on this argument by pursuing two separate but closely intertwined ideas: first, that Bildung stems from and, at the same time, displaces an older foundation of social status, honour; and second, that in this displacement the practices of the body played a pivotal role in shaping civil society. I start with some observations on civil society ( Zivilgesellschaft) in the middle of the 18th century. Then I examine an important civil society project centred on a set of pedagogical reforms and experiments known as the Philanthropismus during the last decades of the 18th century. The rising critique of the Philanthropismus and the development of a counter-discourse of Bildung in the first decades of the 19th century is the theme of the following section. In the last sections of the article, I delve into the proliferation of the Bildung discourse in bodily practices, especially in social dancing, in the first half of the 19th century. The article ends with some general observations on the meaning of honour, Bildung, and the body in the making of Zivilgesellschaft. This article is not a detailed study or even a set of case studies but an attempt at rethinking the understanding and conceptualization of the time-period between 1750 and 1850 in the German lands.
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Dissertations / Theses on the topic "Education History 18th century"

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Jones, Diana Kathryn. "The relationship between religion, work and education and the influence of 18th and 19th century nonconformist entrepreneurs." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308233.

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Yates, Paula. "The established church and rural elementary schooling : the Welsh dioceses 1780-1830." Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683276.

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McIntosh, William A. "Rousseau's theory of education in the context of the eighteenth century." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66093.

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Peterson, Rebecca C. (Rebecca Carol). "Early Educational Reform in North Germany: its Effects on Post-Reformation German Intellectuals." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278681/.

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Martin Luther supported the development of the early German educational system on the basis of both religious and social ideals. His impact endured in the emphasis on obedience and duty to the state evident in the north German educational system throughout the early modern period and the nineteenth century. Luther taught that the state was a gift from God and that service to the state was a personal vocation. This thesis explores the extent to which a select group of nineteenth century German philosophers and historians reflect Luther's teachings. Chapters II and III provide historiography on this topic, survey Luther's view of the state and education, and demonstrate the adherence of nineteenth century German intellectuals to these goals. Chapters IV through VII examine the works respectively of Johann Gottfried Herder, Georg Wilhelm Friedrich Hegel, Leopold von Ranke, and Wilhelm Dilthey, with focus on the interest each had in the reformer's work for its religious, and social content. The common themes found in these authors' works were: the analysis of the membership of the individual in the group, the stress on the uniqueness of individual persons and cultures, the belief that familial authority, as established in the Fourth Commandment, provided the basis for state authority, the view that the state was a necessary and benevolent institution, and, finally, the rejection of revolution as a means of instigating social change. This work explains the relationship between Luther's view of the state and its interpretation by later German scholars, providing specific examples of the way in which Herder, Hegel, Ranke, and Dilthey incorporated in their writings the reformer's theory of the state. It also argues for the continued importance of Luther to later German intellectuals in the area of social and political theory.
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Handa, Satoko. "Saving 'the Age of Innocence' Catholicism, Revolution and representations of childhood in France, 1762-1830 /." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508919.

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Casey, Shawn Thomas. "Literacy and the Social Worlds of Writing in the Scottish Atlantic: 1750-1800." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354125418.

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Rundqvist, Annelie. "Av god Conduit : Privatlärare i Stockholm med omnejd 1793-1795." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136522.

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OF PROPER CONDUCT: PRIVATE TUTORS IN STOCKHOLM AND ITS ENVIRONS 1793–1795 This paper studies private tutors in Stockholm and its environs 1793-1795 by examining work advertisements written by said tutors. It is in part a continuation of a previous study of the education market in Stockholm 1798. It utilizes Yvonne Hirdman ’s gender theory and Pierre Bourdieu’s concepts of symbolic capital to analyze differences in what male and female tutors offered to teach, how they portrayed themselves and if any social groups could be ascertained. Both qualitative and quantitative methods are used, where the quantitative method is partly influenced by the verb oriented-method from the Gender and Work (GaW) project and the qualitative method is influenced by hermeneutics. The study shows that most of the tutors were men, and of those men a majority were students, priests, educated men and officials. The female tutors did not use titles overall, but the subjects they offered to teach suggests most were in the mid- to upper mid layer of society. The French salon culture was dominating among the nobles at the end of the 18th century. This study argues that the salon culture was the cultural capital by which the tutors measured themselves. Because of their academic merits, men tended to use institutionalized cultural capital while women used only partly embodied cultural capital through their knowledge of the French language. Where men tended to use formal merits, women used a wider array of strategies. There were however a number of men who used strategies of weakness when faced with financial difficulties. Women taught mainly needlework and French, where female tutors offering to teach how to sew of clothes showed a shift from male professional tailors to female seamstresses. It is argued that Hirdman’s principle of segregation between men and women both affected the subjects the tutors were able to offer as well as the subjects they did offer.
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Honeyman, Valerie. "'That ye may judge for yourselves' : the contribution of Scottish Presbyterianism towards the emergence of political awareness amongst ordinary people in Scotland between 1746 and 1792." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/10826.

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This thesis offers a new interpretation of the origins of eighteenth-century popular political consciousness in Scotland during the second half of the eighteenth century by considering the relationship between Presbyterianism, literacy and political activity, and it examines the long-standing enmity to the authority of the elite expressed through patronage disputes, the burgh reform movement and opposition to Catholic relief. In particular it discusses the ongoing debate over lay ecclesiastical patronage arguing that religious dispute was a major stimulus to the process of politicising ordinary people. This process was aided by the inherent radicalism within Presbyterianism which was egalitarian and anti-hierarchical, and which was used to justify inclusion in the political process. It also emphasises the continuing relevance of Scotland’s Covenanting tradition for people from all walks of life who engaged with ideas predominantly through polemical religious books, particularly Covenanting theology and history, and it argues that the clergy provided a crucial link between the general populace and the issues of the day through their ability to draw people into contemporary debate as a result of their preaching and publications.
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Workman, Jessica Crystal. "A laudable ambition fired her soul conduct fiction helps define republican womanhood, female communities, and women's education in the works of Judith Sargent Murray, Hannah Webster Foster, and Susanna Haswell Rowson." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4723.

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This study examines the major works of Judith Sargent Murray, Hannah Webster Foster, and Susanna Haswell Rowson, three major writers of the 1790s whose writing responds to the ideologies of the early American Republic. I suggest that Murray, Foster, and Rowson write conduct fiction which responds to the changing attitudes toward women and education after the American Revolution. Using fiction, these authors comment on the republican woman, the need for women's education, and the necessity for women to gather in communities for support. Despite the prevailing notion that reading too many novels would corrupt young women, Judith Sargent Murray's novella, The Story of Margaretta (1786), Hannah Webster Foster's novels, The Coquette (1797) and The Boarding School (1798), and Susanna Rowson's novels, Charlotte Temple (1794) and Reuben and Rachel; or, Tales of Old Times (1798), were some of the most popular books in the late eighteenth century. If these novels were not meant to be read by young women, who were the authors' primary audience, why were they so popular? This project situates these questions in the political environment the authors were writing in to show that a relationship exists between what women were reading and how authors of conduct fiction helped facilitate the changing roles of women in the early Republic.
ID: 030646201; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 101-108).
M.A.
Masters
English
Arts and Humanities
English; Literary, Cultural and Textual Studies Track
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Moura, Breno Arsioli. "A aceitação da óptica newtoniana no século XVIII: subsídios para discutir a Natureza da Ciência do Ensino." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-24042013-153421/.

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A compreensão da Ciência como um empreendimento dinâmico e em constante transformação tem se tornado uma das mais importantes metas da educação científica nos últimos anos. É quase senso comum que discussões sobre a Natureza da Ciência (NdC) sejam incorporadas nos currículos de ciências. De uma forma geral, a NdC pode ser definida como um arcabouço de saberes sobre as bases ou princípios epistemológicos envolvidos na construção do conhecimento científico. Uma das maneiras de se ensinar NdC é a discussão de episódios da História da Ciência. Nesse trabalho, analisamos em detalhes o desenvolvimento, a repercussão e a aceitação da óptica newtoniana; particularmente, estudamos sua popularização na Europa do início do século XVIII, principalmente na Grã-Bretanha. Neste período ocorreram mudanças sociais e culturais significativas, entre elas, a valorização da Filosofia Natural e seus produtos, o estabelecimento da mecânica e óptica newtonianas e da imagem de Isaac Newton como um representante da genuína filosofia natural. Assim, na época, foram selecionados e incorporados aos tratados de física apenas aspectos de sua óptica que evidenciavam o caráter indutivista e que ao mesmo tempo podiam ser conciliados com sua mecânica. A partir deste estudo histórico, aspectos da NdC podem ser explicitamente discutidos, por exemplo, a questão da inexistência de um método científico universal, a influência do contexto e do prestígio do pesquisador em questão na aceitação ou rejeição de suas idéias, o caráter provisório do conhecimento científico, a importância da maneira como as idéias são apresentadas, entre outras coisas. Este tipo de discussão é relevante para diversos âmbitos da formação de professores, favorecendo a construção de uma imagem adequada da Ciência de um modo geral.
Currently, there is a general agreement that Nature of Science (NOS) aspects must be included in science curriculums. The present dissertation analyzes in details the development, the repercussion and the acceptance of Newtonian optics; with particular emphasis on its popularization in early 18th century in Europe, especially in Great Britain. In this period, significant social and cultural changes occurred, among them the valorization of Natural Philosophy and its products, the establishment of Newtonian mechanics, optics and Isaac Newton\'s image as genuine representative of Natural Philosophy. As consequence, only Newtonian optics aspects that evidenced the inductivism and could be conciliated with his mechanics were incorporated in 18th century natural philosophy books. From this historical study, NOS aspects can be explicitly discussed, for instance, the inexistence of an universal scientific method, the influence of social context and how the prestige of a scientist biases the acceptance of her/his ideas, the temporary character of scientific knowledge, the relevance of how ideas are communicated, among other topics. The present work is important for teacher training courses, since it provides adequate view of Science development.
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Books on the topic "Education History 18th century"

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Educating the Royal Navy: 18th and 19th century education for officers. New York, NY: Routledge, 2007.

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Nagy, Péter Tibor. The meanings and functions of classical studies in Hungary in the 18th-20th century. Budapest: Hungarian Institute for Educational Research, 1991.

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Grell, Ole Peter. Centres of medical excellence?: Medical travel and education in Europe, 1500-1789. Farnham, England: Ashgate, 2010.

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Geisler, Herbert V. Buch und Erwachsenenbildung: Eine historische Untersuchung zu Aspekten der Interdependenz von öffentlichem Bibliothekswesen und Erwachsenenbildung (1714-1914). Regensburg: Roderer, 1995.

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Literacy in early modern Europe: Culture and education, 1500-1800. London: Longman, 1988.

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Literacy in early modern Europe: Culture and education 1500-1800. 2nd ed. Harlow, England: Longman, 2002.

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Genre and ethics: The education of an eighteenth-century critic. Newark: University of Delaware Press, 2002.

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Lawrence, Susan C. Charitable knowledge: Hospital pupils and practitioners in eighteenth-century London. Cambridge: Cambridge University Press, 1996.

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Virtue and the veil of illusion: Generic innovation and the pedagogical project in eighteenth-century literature. Stanford, Calif: Stanford University Press, 1991.

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Property, education, and identity in late eighteenth-century fiction: The heroine of disinterest. Houndmills, Basingstoke, Hampshire [England]: Palgrave Macmillan, 2009.

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Book chapters on the topic "Education History 18th century"

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Oats, Joclyn M. "18th century." In An Illustrated Guide to Furniture History, 214–37. Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367808297-11.

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Caffiero, Marina. "The Turning Point of the 18th Century." In The History of the Jews in Early Modern Italy, 137–62. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003188445-11.

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Jaecks, Duane H. "Developments in 18th Century Optics and Early Instrumentation." In The History and Preservation of Chemical Instrumentation, 51–65. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4690-3_6.

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Frize, Monique. "Laura Bassi: Her Education and Her Marriage." In Laura Bassi and Science in 18th Century Europe, 39–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38685-5_4.

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Price, Roger. "Education." In A Social History of Nineteenth-Century France, 307–56. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003262824-11.

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Johnson, Mark S., and Peter N. Stearns. "Changes in Eighteenth-Century European Education." In Education in World History, 99–114. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315817354-12.

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Carocci, C. F., V. Macca, and C. Tocci. "The roots of the 18th century turning point in earthquake-resistant building." In History of Construction Cultures, 623–30. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003173434-185.

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Seris, Jean-Pierre. "Mechanical Models and the Language Sciences in the 18th Century." In Studies in the History of the Language Sciences, 45. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/sihols.74.05ser.

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Johnson, Mark S., and Peter N. Stearns. "Global Educational Trends in the Long Nineteenth Century." In Education in World History, 160–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315817354-17.

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Chan, Eugene. "The general development of Chinese ophthalmology from its beginnings to the 18th century." In History of Ophthalmology 1, 177–84. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-1307-3_19.

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Conference papers on the topic "Education History 18th century"

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Gluchman, Vasil. "ETHICS AND EDUCATION IN THE SLOVAK HISTORY OF THE 18TH CENTURY." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/22/s09.062.

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Sahnov, A., A. Klyuev, and Yuliya Litvinova. "SCOTLAND AND ITS GEOGRAPHICAL NAMES THROUGH LINGUISTICS." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_281-286.

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The article is devoted to Scotland, describes its geographical location, and also gives the most general information on the modern large cities and other settlements of Scotland as well as their most famous attractions. A brief overview of the history of Scotland, presented after a modern description of the country, gives the best idea on the creating the Scots as a nation and their national character and their national language. Some characteristic features of education, music and musical instruments, and clothing are also described in the article. The linguistic aspect explores toponyms, i.e. the major cities in Scotland, its capital Edinburgh, Aberdeen, Perth, a small but famous historical city, on the information from the dictionaries of the English language of the 18th century. The analysis of the linguistic material indicates a close connection between the language, history and culture of the nation.
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Markovic, Ivancica. "AGRICULTURAL CHANGES IN SLAVONIA DURING 18TH CENTURY." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s10.055.

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Rifin, Fathizaki, Mohd Mahzan Awang, Abdul Razaq Ahmad, and Shakila Che Dahalan. "Issues and Challenges in 21st Century Learning of History Education." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Padang: Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.0171.

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Ismail, Amnah Saay, B. Jalal, M. Md Saman, and Wan Kamal Mujani. "19th Century Pahang Islamic Scholars in 'A History of Pahang'." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.49.

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Zhuravel, Olga D. "From the history of Russian journalism: rhetorical strategies of the 18th century Old Believer leader Andrei Denisov." In Communication and Cultural Studies: History and Modernity. Novosibirsk State University, 2021. http://dx.doi.org/10.25205/978-5-4437-1258-1-28-32.

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Saurabh, Roy, Nandini C. Singh, and Anantha K. Duraiappah. "The Alternate Education for the 21st Century." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146061.

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Li, Fengyi, and Xiong Li. "Picturesque Garden Design in Early 18th Century: The Stourhead." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.109.

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Pérez-Moreno, Lucía C., and Luis Miguel Lus-Arana. "LEARNING ABOUT RENAISSANCE ARCHITECTURE IN THE XXI CENTURY. INTEGRATING HISTORY, THEORY, AND DESIGN." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0551.

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Stansfield, Billy, and William B. Ouimet. "HISTORY, MAPPING, AND PHYSICAL PROPERTIES OF 18TH – 19TH CENTURY RELICT CHARCOAL HEARTHS IN EASTERN CONNECTICUT." In 54th Annual GSA Northeastern Section Meeting - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019ne-328410.

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Reports on the topic "Education History 18th century"

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Blaxter, Tamsin, and Tara Garnett. Primed for power: a short cultural history of protein. TABLE, November 2022. http://dx.doi.org/10.56661/ba271ef5.

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Protein has a singularly prominent place in discussions about food. It symbolises fitness, strength and masculinity, motherhood and care. It is the preferred macronutrient of affluence and education, the mark of a conscientious diet in wealthy countries and of wealth and success elsewhere. Through its association with livestock it stands for pastoral beauty and tradition. It is the high-tech food of science fiction, and in discussions of changing agricultural systems it is the pivotal nutrient around which good and bad futures revolve. There is no denying that we need protein and that engaging with how we produce and consume it is a crucial part of our response to the environmental crises. But discussions of these issues are affected by their cultural context—shaped by the power of protein. Given this, we argue that it is vital to map that cultural power and understand its origins. This paper explores the history of nutritional science and international development in the Global North with a focus on describing how protein gained its cultural meanings. Starting in the first half of the 19th century and running until the mid-1970s, it covers two previous periods when protein rose to singular prominence in food discourse: in the nutritional science of the late-19th century, and in international development in the post-war era. Many parallels emerge, both between these two eras and in comparison with the present day. We hope that this will help to illuminate where and why the symbolism and story of protein outpace the science—and so feed more nuanced dialogue about the future of food.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.

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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.
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