Journal articles on the topic 'Education, Secondary – Great Britain – History'
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ΣΥΡΙΑΤΟΥ, ΑΘΗΝΑ. "ΚΑΘΗΚΟΝ ΚΑΙ ΕΝΣΤΙΚΤΟ: Η ΙΣΤΟΡΙΑ ΣΤΑ ΣΧΟΛΕΙΑ ΣΤΗ ΜΕΤΑΠΟΛΕΜΙΚΗ ΒΡΕΤΑΝΙΑ, 1945-1995." Μνήμων 21 (January 1, 1999): 133. http://dx.doi.org/10.12681/mnimon.732.
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<p><span lang="EN-GB">Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995</span></p> <p><span lang="EN-GB">This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.</span></p><p> </p>
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Tymenko, Mariia. "DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN: MAJOR TRENDS." Ukrainian Educational Journal, no. 3 (September 4, 2018): 14–19. http://dx.doi.org/10.32405/2411-1317-2018-3-14-19.
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Тетяна Коляда. "SOCIAL CONDITIONS FOR THE DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN." Social work and social education, no. 5 (December 23, 2020): 179–92. http://dx.doi.org/10.31499/2618-0715.5.2020.220814.
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The article considers the social conditions for the development of secondary education in Great Britain (XIX – first half of the XX century). It was founded that an important factor in the formation of the British education system was the influence of the ruling class of aristocrats (landlords) and the petty nobility. It was founded that education of the majority of the population depended on the area, financial status of the family and religion. It was emphasized that religion played a significant role in the field of mass education. It has been shown that in the early nineteenth century, English society was engulfed in a movement of evangelical revival, as a result of which the Anglican Church could not control all its faithful, unlike the Catholic Church in Europe. It is determined that industrialization, urbanization and democratization have created conditions for social, political and economic transformations that required educated personnel. As a result, a number of laws were passed initiating reforms in primary and secondary education.
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Daddow, Oliver J. "Euroscepticism and History Education in Britain." Government and Opposition 41, no. 1 (2006): 64–85. http://dx.doi.org/10.1111/j.1477-7053.2006.00171.x.
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AbstractThis article examines the role played by national history in generating and sustaining the popularity of British Eurosceptic arguments. The core argument advanced is that the modernist approach to history prevalent among British historians and the society in which they work has to be considered the key reason for Euroscepticism retaining such a popular appeal in Britain. The overly reverential attitude to recent martial history on the part of the British, and an almost total neglect of the peacetime dimensions of modern European history since 1945, both serve to exaggerate the tendency in the country to fall back on glib images of Britain as a great power with a ‘special relationship’ across the Atlantic and Europe as a hostile ‘other’ to be confronted rather than engaged with constructively.
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Carter, Laura. "‘Experimental’ secondary modern education in Britain, 1948–1958." Cultural and Social History 13, no. 1 (January 2, 2016): 23–41. http://dx.doi.org/10.1080/14780038.2015.1088710.
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KRAVCHUK, Inna. "Interdisciplinary approach to studying history of women’s education in Great Britain." Humanities science current issues 1, no. 42 (2021): 306–11. http://dx.doi.org/10.24919/2308-4863/42-1-43.
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Karužaitė, Daiva. "Higher Education Changes in Great Britain in XX–XXI centuries." Pedagogika 117, no. 1 (March 5, 2015): 16–32. http://dx.doi.org/10.15823/p.2015.064.
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The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries.
During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma.
The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees.
The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics.
Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.
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Osipkina, Nadezhda Petrovna. "The problem of immigrants in multicultural Great Britain." Voprosy kul'turologii (Issues of Cultural Studies), no. 7 (June 5, 2012): 54–56. http://dx.doi.org/10.33920/nik-01-1207-10.
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The article is devoted to the problems of immigrants in multicultural Great Britain. Individuality and culture are dynamically linked to place, landscape and localization. Each such locality has its own immigration history, which affects living standards, education, and political views. The article shows that the term "multiculturalism" has been divided into the concepts of "common rights" and "minority rights".
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Sharp, Heather. "Representing Australia's Involvement in the First World War." Journal of Educational Media, Memory, and Society 6, no. 1 (March 1, 2014): 1–23. http://dx.doi.org/10.3167/jemms.2014.060101.
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This article investigates discrepancies between narratives of national independence in public discourses surrounding the First World War and narratives of loyalty in school textbooks in Queensland, Australia. Five textbooks commonly used in schools from 1916 to 1936 are analyzed in order to ascertain how the First World War was represented to pupils via the history curriculum. This article argues that, although public discourses were in a state of flux, and often viewed Australia as a country that was becoming increasingly independent of its colonial ruler Great Britain, textbooks that maintained a static view continued to look to Great Britain as a context in which to teach national history to school pupils.
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Haraschuk, K. "Importance of British Experience of Structural Reforming of the System of Secondary Education for Ukrainian Schooling." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 67–72. http://dx.doi.org/10.35433/pedagogy.3(89).2017.67-72.
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A large-scale reformation of Ukrainian schooling aimed at organizing modern educational process more efficiently and providing better services, thereby enhancing the competitiveness of each individual school and the education system as a whole, can benefit to a great extent from significant foreign experience.
The article focuses on notable productive restructuring of British secondary education, which resulted in the essential raising standards in this sphere of the last decades, and therefore can be of special interest for Ukrainian educators. An attempt is made to analyze general results of structural reforming of secondary education in Great Britain at the end of ХХ – the beginning of ХХІ century. The possibilities of their creative implementation in Ukrainian schooling are considered. The investigation presupposed the use of the following methods: generalization , analysis, synthesis, comparison and generalization in the process of education documents study; typological and component analysis methods to define the specific activity of innovative schools in Britain; method of scientific extrapolation to define the innovative potential of British reforms for further development of Ukrainian secondary education. One of the major factors of successful reforming of secondary education in Great Britain is the consistency of schooling policy during the chain of political cycles. The awareness of British statesmen of the necessity to follow the consistent continuity of reforming processes is pointed out. The analysis of practical results of British education reforms reveals a range of perspectives for Ukrainian schooling: extending diversification in secondary education, developing a more diverse spectrum of schools with equal access to education and social justice; practical implementing of personalized studying; extending innovative school network (a complex of educational establishments united by the common innovative idea and activity which is aimed at the increase of the teaching and educational process efficiency); considering networks as an effective way of innovative educational development management under the conditions of the decentralization processes; transforming schools into the centre of community life by means of extended educational and social services. Further research of the issue can be focused on the problems and results of implementing the policies of the DfE's White Paper 'Educational excellence everywhere'.
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Tymenko, M. "Trends and transformation of secondary education in the USA, Great Britain and Ukraine through reforms, innovations and alternative education." Education: Modern Discourses, no. 1 (2019): 51–58. http://dx.doi.org/10.32405/2617-3107-2019-1-7.
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WEINSTEIN, BENJAMIN. "LIBERALISM, LOCAL GOVERNMENT REFORM, AND POLITICAL EDUCATION IN GREAT BRITAIN AND BRITISH INDIA, 1880–1886." Historical Journal 61, no. 1 (April 9, 2017): 181–203. http://dx.doi.org/10.1017/s0018246x1600056x.
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AbstractThis article attempts to shed new light on the character of late Victorian Liberalism by investigating its political priorities in British India. It takes as its particular focus the debates which raged between 1881 and 1883 over the Government of India Resolution on Local Self-Government. Along with the Ilbert Bill, the Resolution comprised the centrepiece of the marquis of Ripon's self-consciously Liberal programme for dismantling Lytton's Raj. When analysed in conjunction with contemporaneous Liberal discourse on English local government reform, the debates surrounding the Resolution help to clarify many of the central principles of late Victorian Liberalism. In particular, these debates emphasize the profound importance of local government reform to what one might call the Liberal project. Beyond its utility in effecting retrenchment, efficiency, and ‘sound finance’, local government reform was valued by Liberals as the best and safest means of effecting ‘political education’ among populations, in both Britain and India, with increasingly strong claims to inclusion within the body politic.
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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.
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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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Mokromenko, O. "Examples from practice of the elementary education in Great Britain of the 19th century (R. Owen’s private initiative on people education)." New Collegium 1, no. 103 (March 30, 2021): 119–22. http://dx.doi.org/10.30837/nc.2021.1.119.
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The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen’s private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen’s philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark’s period in his education activity has been considered. The main trends of R.Owen’s education activity in the denoted period have been characterized. The goal of R.Owen’s public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen’s education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen’s education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen’s studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen’s education activity has received recognition in the elementary education development in Great Britain of the 19th century.
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Shvydenko, Valentyna. "A RETROSPECTIVE ANALISES OF THE ORGANIZATION OF EDUCATIONAL WORK IN THE SECONDARY EDUCATION INSTITUTIONS IN GREAT BRITAIN." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 44, no. 3 (2020): 209–15. http://dx.doi.org/10.31376/2410-0897-2020-3-44-209-215.
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Power, Gerald. "Education, Culture and the British Position in the Arabian Gulf: Establishing the British Council in Kuwait, 1952–1955." Britain and the World 15, no. 1 (March 2022): 47–65. http://dx.doi.org/10.3366/brw.2022.0381.
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Connections between Great Britain and the countries of the Arabian Gulf during the era of the Cold War and decolonisation have been the subject of close examination by historians in recent years. However, no historian has addressed with any profundity the cultural dimension of Britain's dealings with the Gulf states. The intent of this article is to confront this question and to show that cultural change in the Arabian Gulf was a major preoccupation of the UK government, particularly when it was associated with the expansion of education then unfolding across the region, most intensely in Kuwait. There was especial anxiety that Arab Nationalism and anti-Western sentiment were penetrating local societies and thus undermining an already precarious British influence in the region. The British Council was widely championed as the best instrument at Britain's disposal to counter this threat. It was envisaged that the Council would allow increased cultural contact between Arabs and Britons, offer an alternative vision of Britain to Gulf residents and provide an additional channel through which Britain could influence Gulf governments.
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Charles, Doris D. "Rob McQueen, A Social History of Company Law: Great Britain and the Australian Colonies 1854–1920." Law Teacher 44, no. 1 (February 10, 2010): 112–14. http://dx.doi.org/10.1080/03069400903541500.
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Sundue, Sharon Braslaw. "Confining the Poor to Ignorance? Eighteenth-Century American Experiments with Charity Education." History of Education Quarterly 47, no. 2 (May 2007): 123–48. http://dx.doi.org/10.1111/j.1748-5959.2007.00086.x.
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In 1738, the English evangelist George Whitefield traveled to the new colony of Georgia intending to establish “a house for fatherless children.” Inspired by both August Hermann Francke, the German Pietist who had great success educating and maintaining poor orphans in Halle, and by charity schools established in Great Britain, Whitefield's orphan house and charity school, named Bethesda, opened its doors early in 1740. For years, Whitefield devoted himself tirelessly to ensuring the success of the Bethesda school, preaching throughout Britain and North America on its behalf. Whitefield's preaching tour on behalf of his beloved Bethesda is well known for its role in catalyzing the religious revivals known collectively as the Great Awakening. The tour also marked an important shift in the history of education in America. News of the establishment of the orphanage at Bethesda coincided with new efforts to school the poor throughout the colonies. Drawing on both the British and German models of charity schooling that were highly influential for Whitefield, eighteenth-century Americans began or increased commitments to charity schooling for poor children. But the European models were not adopted wholesale. Instead, local administrators of the schooling experiments deviated from these models in a striking way. In America, elites offered some children the opportunity for extensive charity instruction, but not necessarily children at the bottom of the social hierarchy. This article will argue that the execution of these charity schooling programs was contingent upon local social conditions, specifically what appears to have been local elites' desire to maintain a certain social order and ensure a continued supply of cheap labor.
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Kett, Joseph F., and Thomas Neville Bonner. "Becoming a Physician: Medical Education in Great Britain, France, Germany, and the United States, 1750-1945." Journal of Interdisciplinary History 28, no. 1 (1997): 105. http://dx.doi.org/10.2307/206178.
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Mokromenko, O. "The components of content of elementary education at three stages of elementary education development in Great Britain in the 19 th century." New Collegium 3, no. 105 (November 22, 2021): 59–64. http://dx.doi.org/10.30837/nc.2021.3.59.
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The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Special attention is given to elementary education content. The role of changing content at three stages of elementary education development has been defined according to social and political, cultural and pedagogical prerequisites. The content components of elementary education at three stages of elementary education development in Great Britain in the 19 th century have been analyzed. Lack of common, compulsory and legal content at first two stages has been proved. Dependence of elementary education content on the types of elementary education schools and pupils social classes of Great Britain of the 19 th century has been determined. General orientation of elementary education content at three stages of elementary education development has been identified. It is concluded that content of elementary education at three stages has its own characteristics. The main disciplines are Writing, Arithmetic, Reading Catechism and Craft. Secondary disciplines are the Sciences. Condensed character of elementary education at the first two stages has been denoted. Elementary education content was characterized by case studies on English, it was based on work education and teaching of writing, reading and arithmetic at the third stage. It was a lack of common curriculum in the elementary education schools at first two stages. One of the significant disadvantages of elementary education content at the first two stages is the prohibition of learning national languages at schools of Scotland and Wales. Elementary education content at the third stage has been expanded by compulsory curriculum in English writing, reading and arithmetic for all elementary education schools throughout the country. Sciences and Art disciplines have been introduced at the third stage. Compulsory religious education at the third stage has been prohibited for all elementary education schools. Content of elementary education at the third stage has been concretized by elementary education schools committees, Ministry of People Education and its commissions.
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Postolenko, Iryna. "PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.
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The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county.
Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
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Geiger, Roger L., and Robert R. Locke. "Management and Higher Education since 1940: The Influence of America and Japan on West Germany, Great Britain, and France." History of Education Quarterly 31, no. 1 (1991): 107. http://dx.doi.org/10.2307/368793.
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Smith, Michael S., and Robert R. Locke. "The End of Practical Man: Entrepreneurship and Higher Education in Germay, France, and Great Britain, 1880-1940." American Historical Review 91, no. 4 (October 1986): 911. http://dx.doi.org/10.2307/1873366.
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Racine, Karen. "“This England and This Now”: British Cultural and Intellectual Influence in the Spanish American Independence Era." Hispanic American Historical Review 90, no. 3 (August 1, 2010): 423–54. http://dx.doi.org/10.1215/00182168-2010-002.
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Abstract This essay argues that Great Britain provided the strongest and most relevant contemporary model for the Spanish American independence leaders. Over the course of two eventful decades, 1808 to 1826, over 70 patriot leaders made the long and difficult journey to London to seek political recognition, arms, recruits, and financial backing for their emancipation movements. Countless others remained at home in Spanish America but allied themselves with Britain through their commercial ventures, their ideological affiliation, or their enthusiastic emulation of British institutions, inventions, and practices such as the Lancasterian system of monitorial education, trial by jury, freedom of the press laws, steam engines, and mining technology. This generation of independence leaders carried on a purposeful correspondence with famous British figures such as abolitionist William Wilberforce, prison reformer Elizabeth Fry, utilitarian philosophers Jeremy Bentham and James Mill, scientist Humphrey Davy, and vaccination proponent Edward Jenner. Their conscious choice to draw closer to Great Britain, rather than Napoleonic France or the early republican United States, reveals much about the kind of cultural model the Spanish American independence leaders admired and their vision of the countries they wanted to create.
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Harvey, Charles, and Robert R. Locke. "The End of Practical Man: Entrepreneurship and Higher Education in Germany, France, and Great Britain, 1880-1940." Economic History Review 39, no. 2 (May 1986): 311. http://dx.doi.org/10.2307/2596171.
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CAVAILLE, CHARLOTTE, and JOHN MARSHALL. "Education and Anti-Immigration Attitudes: Evidence from Compulsory Schooling Reforms across Western Europe." American Political Science Review 113, no. 1 (November 15, 2018): 254–63. http://dx.doi.org/10.1017/s0003055418000588.
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Low levels of education are a powerful predictor of anti-immigration sentiment. However, there is little consensus on the interpretation of this correlation: is it causal or is it an artifact of selection bias? We address this question by exploiting six major compulsory schooling reforms in five Western European countries—Denmark, France, Great Britain, the Netherlands, and Sweden—that have recently experienced politically influential anti-immigration movements. On average, we find that compelling students to remain in secondary school for at least an additional year decreases anti-immigration attitudes later in life. Instrumental variable estimates demonstrate that, among such compliers, an additional year of secondary schooling substantially reduces the probability of opposing immigration, believing that immigration erodes a country’s quality of life, and feeling close to far-right anti-immigration parties. These results suggest that rising post-war educational attainment has mitigated the rise of anti-immigration movements. We discuss the mechanisms and implications for future research examining anti-immigration sentiment.
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McCraw, Thomas K., and Robert R. Locke. "Management and Higher Education since 1940: The Influence of America and Japan on West Germany, Great Britain, and France." Journal of American History 77, no. 4 (March 1991): 1404. http://dx.doi.org/10.2307/2078369.
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Fennessy, B. G., P. Sheahan, and D. McShane. "Cardiovascular hoarseness: an unusual presentation to otolaryngologists." Journal of Laryngology & Otology 122, no. 3 (May 14, 2007): 327–28. http://dx.doi.org/10.1017/s0022215107008110.
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AbstractObjective:We discuss the case of a 73-year-old woman with a six-month history of hoarseness secondary to an aortic arch pseudoaneurysm.Method:We present the findings of an extensive review of the literature relating to cardiovascular disorders involving the recurrent laryngeal nerve (i.e. Ortner's syndrome).Results:Ortner's syndrome, also known as cardiovocal syndrome, is a rare condition, with few reports in the literature.Conclusion:This is only the second documented case of Ortner's syndrome in Great Britain and Ireland, and the first demonstrating an aortic pseudoaneurysm.
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Sydor, Halyna, Inesa Verbitska, and Uliana Savkiv. "INTRODUCTION OF FOREIGN EXPERIENCE OF FINANCING GENERAL SECONDARY EDUCATION." Economic discourse, no. 4 (December 30, 2020): 97–103. http://dx.doi.org/10.36742/2410-0919-2020-4-10.
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Introduction. The entry of our country into the world economic space necessitates consideration of the experience of foreign countries in financing general secondary education. We believe that the analysis of educational reforms in industrialized countries will avoid many mistakes, adopt a positive experience in the development of educational services. In order to solve the main problems of financing education in Ukraine, it is necessary to diagnose the system of functioning of the financial support of general secondary education in the developed countries of the world. Methods. The theoretical and methodological basis for the implementation of foreign experience in financing general secondary education was the work of domestic and foreign scholars on the use of certain methods of financing general secondary education in Ukraine, the results of research in the form of proposals and recommendations can be used by our state in the field of secondary education, management of financial resources allocated from local budgets in this area. The article uses such research methods as general and special methods, in particular: general scientific and special research methods to ensure the achievement of this goal; abstract and logical and dialectical methods of analysis to substantiate theoretical positions and conclusions. Results. The article investigates the methods of financing general secondary education in industrialized countries. For example, countries such as the United States, Great Britain, Poland, Spain and Italy are considered. The foreign experience of management and financing of secondary education in these countries is generalized. The use of certain methods of financing general secondary education in Ukraine is proposed. The scientific novelty of the obtained results lies in the theoretical substantiation and practical solution of a set of issues concerning the implementation of foreign models of financing general secondary education in domestic practice. Discussion. Further research will focus on studying the positive aspects of foreign experience in regulatory and legal support in the field of secondary education financing. Keywords: educational system, general secondary education, management, financing.
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Shomirzayev, Makhmatmurod Khuramovich, and Kakhraman Kamulovich Yuldashov. "Student - Folk Craft for Young People Teaching History as a Factor of National Education." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 31, 2021): 475. http://dx.doi.org/10.18415/ijmmu.v8i8.3000.
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The article discusses the importance of studying the history of folk crafts and educating them in the spirit of national values and traditions. It is known that the main idea of the national model of training is to bring up a harmoniously developed person. At the heart of the national model is the individual and his positive qualities. Therefore, one of the urgent tasks today is to improve the selection and application of teaching methods to the individual. In this regard, labor education classes, including those taught in general secondary schools, are of great importance in preparing young people for life and careers. In this case, some of the works of folk crafts can be widely used, especially in technology education classes. Because the teaching of folk handicrafts to schoolchildren is of great importance in educating them spiritually, in the spirit of universal national values, introducing them to the crafts, traditions, centuries-old national values of their people and directing them to the profession. In this regard, the curriculum of labor education in general secondary schools provides students with information about folk crafts, teaching them about folk crafts. lib, which has great potential for performing the above tasks directly. With this in mind, in recent years in our country are developing several dozen types of folk arts.
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Burger, Kaspar. "Entanglement and transnational transfer in the history of infant schools in Great Britain andsalles d’asilein France, 1816–1881." History of Education 43, no. 3 (March 18, 2014): 304–33. http://dx.doi.org/10.1080/0046760x.2014.888486.
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Lacy, Tim. "Dreams of a Democratic Culture: Revising the Origins of the Great Books Idea, 1869-1921." Journal of the Gilded Age and Progressive Era 7, no. 4 (October 2008): 397–441. http://dx.doi.org/10.1017/s1537781400000840.
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British and American intellectuals began to formulate ideas about so-called great books from the mid-1800s to 1920. English critic Matthew Arnold's writings served as the fountainhead of ideas about the “best” books. But rather than simply buttress the opinions of highbrow cultural elites, he also inspired those with dreams of a democratized culture. From Arnold and from efforts such as Sir John Lubbock's “100 Best Books,” the pursuit of the “best” in books spread in both Victorian Britain and the United States. The phrase “great books” gained currency in the midst of profound technical, cultural, educational, and philosophical changes. Victorian-era literature professors in America rooted the idea in both education and popular culture through their encouragements to read. Finally, the idea explicitly took hold on college campuses, first with Charles Mills Gayley at the University of California at Berkeley and then John Erskine's General Honors seminar at Columbia University.
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Pocock, J. G. A. "History and Sovereignty: The Historiographical Response to Europeanization in Two British Cultures." Journal of British Studies 31, no. 4 (October 1992): 358–89. http://dx.doi.org/10.1086/386015.
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When we were a little tiny colony of Britain(With a heigh ho, the winds and the waves)Our feckless history began to be written(And the waves break busily night and day).When first we fought in an Empire's cause(With a heigh ho, the winds and the waves)It wasn't for the loot, nor yet for the applause(And the waves break busily night and day).Then when we came to Dominion Status(With a heigh ho, the winds and the waves)Nor slump nor squeeze could alienate us(And the waves break busily night and day).These are lines in which Allen Curnow, New Zealand's most important living poet, responded in his secondary capacity, as Whim Wham, a weekly contributor of comic verse to newspapers, to the decision of Great Britain to seek entry to the European Community. He could see as everyone could that this would mean a dissolution of Britain's role in a global community and, in particular, of a relationship with Britain that had hitherto given meanings good and bad to New Zealand's history, its sense of itself, and the meaning of its existence.Sir, have you thought what it's like to be(With a heigh ho, the winds and the waves)All, all alone on a wide, wide sea?(And the waves break busily night and day).Much can happen in a very short time(With a heigh ho, the winds and the waves).A feckless history, a foolish rhyme!(And the waves break busily, night and day).
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Mitch, David F. "Market Forces and Market Failure in Antebellum American Education." Social Science History 32, no. 1 (2008): 135–39. http://dx.doi.org/10.1017/s014555320001395x.
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The international rise of mass education over the past few centuries is often seen by historians as due to the increasingly long arm of the state (see, e.g., Lindert 2004). On this view, the early rise and high level of mass education in the United States in contrast with its colonial ruler Great Britain reflects the ability of Americans to mobilize local and state government support for public education from the earliest days of the Republic. Indeed, institutions dating to the colonial era could have been at work. The articles in this special section are informed by the view that schools and the instructional services they offered during the antebellum period were subject to the choices of buyers and sellers of these services. The article by Kim Tolley provides a rich case study of this basic principle with her account of Mrs. Sambourne's foray into music teaching in early-nineteenth-century North Carolina.
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Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.
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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
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Kiryukhin, Vladimir V. "The Establishment of the System of Protection of Law and Order on British Railroads in the 19th Century." Administrative law and procedure 3 (March 10, 2022): 74–77. http://dx.doi.org/10.18572/2071-1166-2022-3-74-77.
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The article analyzes the history of the formation of the system of law enforcement agencies on the railways of Great Britain in the XIX century. It is noted that the development of law enforcement forces developed in parallel with the expansion of the railway network. In conclusion, the author concludes that law enforcement measures on railways drew inspiration not only from advanced social practices, but also kept pace with technological progress, stimulating its development and replenishing the arsenal of protective technologies for many decades to come.
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Kravchenko, Tetiana. "GNOSEOLOGICAL COMPONENT IN THE FORMATION OF CIVIC IDENTITY OF STUDENTS IN GREAT BRITAIN." Advanced Linguistics, no. 10 (November 30, 2022): 105–11. http://dx.doi.org/10.20535/2617-5339.2022.10.266749.
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The article characterizes the gnoseological component of the British student’s civic identity, which contains a complex of knowledge in various areas, including politics, history, economics, the environment and sustainable development. Three main groups of knowledge are highlighted, among which: knowledge of oneself and critical self-understanding, knowledge and critical understanding of language and communication, knowledge and critical understanding of the world. It is noted that the gnoseological component of civic identity provides knowledge of the surrounding world and oneself in this world in general and in one’s country and community in particular, contributing to successful interaction with other people. It is emphasized that the very concept of democracy is inextricably linked with the concept of “civic identity” in the sense that democratic processes in the state, as a rule, depend on the citizens’ informed and active civic position. It has been found that British educators consider high-quality civic education throughout life as a necessary basis for the formation of the civic identity of an individual. The author summarizes that the formation of the civic identity of students in Great Britain is gaining more and more focus, emphasizing the role of democratic values and human rights in today’s conditions, which are based on the need to support a sustainable society, economy and ecosystems, as well as the practice of a sustainable lifestyle of each person. Therefore, it is important to educate informed, responsible, active citizens who are able to contribute to a peaceful, tolerant, inclusive and safe society. Keywords: gnoseological component; civic identity; civic position; democratic values; knowledge; critical understanding; students of higher education institutions in Great Britain.
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Sigachev, M., and S. Arteev. ""A Disunited Kingdom": the Muslim Diaspora of Great Britain in Scientific Discussion." World Economy and International Relations 65, no. 8 (2021): 120–30. http://dx.doi.org/10.20542/0131-2227-2021-65-8-120-130.
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The present world is characterized by the growth of conflicts. Dividing lines and fractures are increasingly appearing in societies. Migration reinforces such phenomena. The West is no longer an area of stability and prosperity. Moreover, in the last two decades, the problem of integrating the descendants of migrants into society has become clear. In this regard, the scientific discussions of cultural identity acquire a high practical significance. The paper presents an analysis of the scientific discourse on the Muslim issue in the UK. The choice of the case is due to the fact that the UK is a typical Western state, where there is a steady trend to strengthen the cleavage of society. At the same time, it is noted that migration has become one of the key processes in the history of the United Kingdom. The authors apply the concepts of a divided society and responsible development. It is noted that in practice multiculturalism is changing to interculturalism as a more adequate concept of solving existing problems. According to the authors, the ethno-religious discourse on the issue of the Muslim diaspora in the UK consists of four areas: migration, school and higher education, gender, and radicalization of young people. Discourses on the problems of migration policy and functioning of diasporas, Muslim education, gender equality, and radicalization of Islamic youth can be considered derived from a higher discourse – the discourse of identity, which is based on value-worldview aspects. In conclusion, it is noted that negative processes are taking place in British society, which are of strategic importance for responsible development. According to the authors, success in overcoming divisions in British society will depend on coordinated planned actions at all levels (international, national, regional, local). “Indigenous” residents and the Muslim diaspora need to build a model of partnership, which implies mutual responsibility. The analysis of scientific discourses presented in the article inspires moderate optimism, as it offers well-founded and concrete solutions to the existing problems of British society. Although British society is divided, British scientific discourse has a common platform where researchers of different backgrounds and faiths successfully engage in dialogue.
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Chychuk, Antonina. "Providing Retraining and Advancement Training for Primary/Elementary School Teachers at the State Level in Great Britain and the USA." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 56–60. http://dx.doi.org/10.1515/rpp-2017-0008.
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AbstractIn Great Britain and the USA the normative basis of primary/elementary school teachers’ qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual foundations of pedagogy that ensures the functionality of the mentioned system. The research results on conceptual foundations for forming an education system of teacher qualification advancement in Great Britain and the USA prove that their nature depends on the development of these countries’ history. In particular, there is a trend towards integrating course- and school-based forms of qualification advancement on the ground of teachers’ collaboration with lectures; raising the question of making the education process of primary/elementary school teachers’ qualification advancement more democratic; creating a participatory style of learning that is carried out collectively (teachers actively develop the programme content and propose to include such issues that are necessary for their solving during these courses).
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Robson, Catherine. "Legacies of the Victorian Age: The Nation's Favo(u)rite Poems." Victoriographies 1, no. 1 (May 2011): 14–35. http://dx.doi.org/10.3366/vic.2011.0004.
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This article responds to the question ‘Whither Victorian Studies?’ by suggesting four profitable areas and modes for further research: (i) reception history; (ii) transnational studies; (iii) education studies; and (iv) poetry studies. By way of an exemplum, the essay then conducts a wide-ranging investigation of W. E. Henley's ‘Invictus’ (1888) and Rudyard Kipling's ‘If –’ (1910), prime instances of poems that have been widely memorised and awarded the status of national favourites in the United States and Great Britain. Employing both traditional close-reading strategies and historical analyses of the circumstances of their composition, publication, and reception, the essay argues that such a study yields at least two important benefits. In the first place, it throws light upon the nationally distinct after-effects of one of the Victorian period's most remarkable literary formations, the cultures of mass poetry recitation that were formally consolidated in the last quarter of the nineteenth century within British and American public education. In the second, it focuses attention upon the poems’ relation to national difference itself, gesturing towards the divergent attitudes to the nation's educational history, to the operation of class, and to the ideology of individualism that prevail within Great Britain and the United States.
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Zegarra, Luis Felipe. "Transportation Costs and the Social Savings of Railroads in Latin America. The Case of Peru." Revista de Historia Económica / Journal of Iberian and Latin American Economic History 31, no. 1 (March 2013): 41–72. http://dx.doi.org/10.1017/s0212610913000013.
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AbstractThis article estimates the social savings of the railroads in Peru in the late 19th and early 20th centuries. The construction of railroads made it possible for Peruvians to substitute the traditional system of mules and llamas, although only for a few routes. Using primary and secondary sources, I estimate the social savings for 1890, 1904, 1914 and 1918. Social savings ranged between 0.3 per cent and 1.3 per cent of GDP in 1890, but then increased to a range between 3.6 per cent and 9.4 per cent of GDP in 1918. The social savings of railroads in Peru were comparable to those for the United States and Great Britain but were much lower than those for Mexico, Brazil and Argentina, largely because Peru had very few railroads.
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O'Donoghue, Tom, and Judith Harford. "Power, Privilege And Sex Education in Irish Schools, 1922-67: An Overview." Encounters in Theory and History of Education 23 (December 19, 2022): 127–45. http://dx.doi.org/10.24908/encounters.v23i0.15636.
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An overview of the thinking that led us to write our most recent book, Piety and Privilege. Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67, constitutes the substance of this paper. Our central argument is that during the period 1922-1967, the Church, unhindered by the State, promoted within secondary schools, practices aimed at “the salvation of souls” and at the reproduction of a loyal middle class and clerics. The State supported that arrangement with the Church also acting on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building, and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. This situation proved attractive to successive governments, partly because the great majority of the nation’s politicians and public servants were themselves loyal middle-class Catholics. In addition, the teaching religious played a crucial role in the State’s project of harnessing schools as part of its Gaelic nation-building project. This paper considers what we deem to be three distinctive aspects of our work. First, we detail how it is a contribution not just to the history of education in Ireland but also to the broader field of the history of Catholic Church and State relations in education in the English-speaking world for the period examined. Secondly, we deliberate on the research approach we adopted in generating our exposition. Thirdly, we outline our consideration of three aspects of the process of education in Catholic schools that have been neglected in many accounts to date, namely, the manner in which privilege, piety, and sex education were approached. Keywords: Ireland, secondary schooling. piety, privilege, sex education
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Coloma, Roland Sintos. "Setting theory to work in history of education." History of Education Review 47, no. 1 (June 4, 2018): 40–53. http://dx.doi.org/10.1108/her-05-2017-0009.
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Purpose The purpose of this paper is to analyze the relationship between theory and history, or more specifically the role and use of theory in the field of history of education. It will explore the following questions: What is theory, and what is it for? How do historians and, in particular, historians of education construe and use theory? And how do they respond to openly theoretical work? The author poses these questions in light of ongoing discussions in the field of history of education regarding the role, relevance, and utility of theory in historical research, analysis, and narratives. Design/methodology/approach The explicit use of theory in historical research is not altogether new, tracing an intellectual genealogy since the mid-1800s when disciplinary boundaries among academic fields were not so rigidly defined, developed and regulated. The paper analyzes three books that are geographically located in North America (USA), Australia, Europe (Great Britain) and Asia (India), thereby offering a transnational view of the use of theory in history of education. It also examines how historians of education respond to explicitly theoretical work by analyzing, as a case study, a 2011 special issue in History of Education Quarterly. Findings First, the paper delineates theory as a multidimensional concept and practice with varying and competing meanings and interpretations. Second, it examines three book-length historical studies of education that employ theoretical frameworks drawing from cultural, feminist poststructuralist and postcolonial approaches. The author’s analysis of these manuscripts reveals that historians of education who explicitly engage with theory pursue their research in reflexive, disruptive and generative modes. Lastly, it utilizes a recent scholarly exchange as a case study of how some historians of education respond to theoretically informed work. It highlights three lenses – reading with insistence, for resistance, and beyond – to understand the responses to the author’s paper on Foucault and poststructuralism. Originality/value Setting theory to work has a fundamentally transformative role to play in our thinking, writing and teaching as scholars, educators and students and in the productive re-imagining of history of education.
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Bliznyuk, M., and O. Debre. "MODERN TECHNOLOGY EDUCATION IN THE DEVELOPED EUROPEAN COUNTRIES." Ukrainian professional education, no. 8 (November 25, 2020): 45–50. http://dx.doi.org/10.33989/2519-8254.2020.8.239452.
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The article analyses the state of technology education integration in economically developed foreign countries in accordance with today’s requirements. The world’s leading trends in the context of providing comprehensive, equitable, and quality technology education as one of the leading goals of sustainable development, approved by the United Nations, are considered.
The structure of technology education in Germany and the United Kingdom of Great Britain and Northern Ireland is described; features of technology education integration in France are considered. The importance of technological literacy and technological competence for the development of modern education, in general, is substantiated.
The experience of such economically developed countries as Germany, the United Kingdom of Great Britain and Northern Ireland, France, and others shows that professional training for work in various fields is carried out today with the help of various educational disciplines. The content of these disciplines is a synthesis of new knowledge about nature, technology, and human activity in all spheres of life. Different terms of technology education are considered as synonyms of one universal goal of labour training by the world scientific and pedagogical community. It is the formation of students’ technological literacy through the development of knowledge and understanding of technology, developing technical skills, and understanding the links between technology and society. The main purpose of primary pupils’ technology education in these countries is the formation of technological literacy and technological competence.
A characteristic trend of the studied countries is that the previously existing labor training in school, based only on the study of materials, tools, and technological processes of materials processing, is considered insufficient and outdated. Thus, the educational process in economically developed countries means primarily students who study changes in technology, and knowledge in this area should be flexible and provide a wide range of applications. Specific emphasis in the curriculum is made on practical activities, which include the following methods: work with means of labour; design product research; excursions and observations; project development; practical assessment; and history of technology development.
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Byford, Andy. "Psychology at High School in Late Imperial Russia (1881–1917)." History of Education Quarterly 48, no. 2 (May 2008): 265–97. http://dx.doi.org/10.1111/j.1748-5959.2008.00143.x.
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Secondary education is one key area in which academic disciplines build their identity and legitimacy in the public realm. The public image of a science is, of course, constructed by a variety of means and on different platforms, including the generalist media and the lively industry of scientific popularization. However, the school occupies a unique role in representations of science because of its greater degree of formal continuity with the academic environment. The successful institutionalization and maintenance of any discipline depends on it taking root, in some form at least, in the system of public instruction. Because education both fosters and depends on disciplinary reproduction, the concrete shape that school subjects take is of great consequence to the long-term development of related sciences.
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Jeremiah Kileo, Emmanuel, Gadi Koda, and Ogoti E. Okendo. "Readiness to Administer First Aid to Casualties of Fire Disasters in Secondary Schools in Kilimanjaro Region, Tanzania." International Journal of Scientific Research and Management 9, no. 10 (October 6, 2021): 1888–96. http://dx.doi.org/10.18535/ijsrm/v9i10.el01.
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This study was conducted to determine how secondary schools in Kilimanjaro region were prepared to administer first aid to casualties of fire disasters. This study was guided by the Protection Motivation Theory (1975) and employed a convergent research design under mixed methods research approach. The study sample was obtained through stratification. The study revealed among other things, that most schools had first aid kits facilities, offered guidance and counselling services and respondents were confident enough to administer first aid. The study concluded that secondary schools had to a great extent prepared to administer first aid to casualties of fire disasters, if such menaces occurred in schools. The study recommended inter alia, for more training on first aid in secondary schools.
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Kakhnych, Volodymyr. "Formation of legal education at the University of Lviv and universities of Great Britain in the middle of the XVII–XIX centuries." Law Review of Kyiv University of Law, no. 1 (May 5, 2021): 41–45. http://dx.doi.org/10.36695/2219-5521.1.2021.06.
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the middle of the 17th – 19th centuries. The author shows the peculiarities of the formation of legal education at the highlights universitiesthat nowadays hold leading positions in the world recognition, namely, Oxford, Cambridge, Melbourne and others. Therefore,their experience for the University of Lviv is extremely necessary. It shows that legal education was possible for the wealthy, but in theUK they managed to find a way to attract talented young people with different social statuses to get a legal education.In Great Britain between 1846 and 1855, the movement for the reform of legal education found its expression in a number of universitiesof Oxford and Cambridge, as well as in the state of legal education as such. At the same time, practicing lawyers got a higherlevel of training, which made them much more experienced than before the reform. As a result, the demand of employers for the wor -kers with a corresponding education increased.In 1846, a new English law classroom was established, making two courses a prerequisite for admission to the bar association.Unequal position of education at Lviv University for different segments of the population can also be seen at British universitiesas the conditions of admission and education itself were difficult, so many talented students could not pay for education because it wasexpensive. Consequently, mainly the children of wealthy families could receive education, including law. This approach to learning didnot always give the desired result. Due to such stereotypes that had emerged in the society, the process of development of legal educationslowed down. British universities realized the problem more quickly, starting to provide various types of scholarships and grantsfor talented applicants. Such things inserted the desired result, and those relatively young universities today are gaining internationalrecognition.Today, at the beginning of the third decade of the 21th century we see that Lviv University entered the ranking of the best universitiesin the world according to the «Times Higher Education Ranking» (receiving 1001st place). This indicates prospects and potentialfor improvement. But today’s result would not have been fixed without the work of the rector of Ivan Franko National Universityof Lviv Volodymyr Petrovych Melnyk, who has done and is still doing a lot on the way of recognition and entrance of the Universityinto the world rankings.In 1850 a school or a separate examination in law and modern history was established in Oxford as a part of reform movementthat raised the level of teaching at the university. In 1872 the law school was separated from modern history in the form of a higherschool of law (for a bachelor’s degree in the humanities). Even then, students mainly studied Roman law, jurisprudence and internationallaw, and learned about the history of English law, not the law of their time. According to a historian at Oxford Law School,«something less like a professional law school is hard to imagine». A separate examination for the bachelor’s degree in civil law, beforeits reform in 1873, contained little English law. Only few students passed it.In Cambridge, to get a bachelor’s degree in law, Roman law dominated, but some English laws were included for comparativepurposes alongside the history of law, national law and the philosophy of morality.
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Kashtanova, Olga. "National Education Day in Poland: history and traditions." A day in the calendar. Celebrations and memorial days as an instrument of national consolidation in Central, Eastern and South-Eastern Europe from the nineteenth to the twenty-first century, no. 1 (2019): 205–18. http://dx.doi.org/10.31168/2619-0877.2018.1.10.
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The article recounts the history of celebrating the Day of National Education in Poland, which is marked on 14 October. On this day in 1773, the Education Commission — the first ministry of education in Europe — was created. In the context of the abolition of the Order of the Jesuits, who had played a major role in the development of primary and secondary education in the Polish-Lithuanian Commonwealth, the Commission faced the task of reforming public education and giving it a secular character. The reform of education in Poland was of great importance. An orderly education system emerged, subordinate to the state and of a secular nature. Some elements of reaching across the socio-economic classes were introduced. The education system created by the Commission was the basis for the development of education in subsequent years, when, after the final partition of the Polish-Lithuanian Commonwealth in 1795 and until 1918, its former territories were ruled by Russia, Prussia (known as the German Empire since 1871) and Austria. A national holiday dedicated to teachers has been celebrated in the Polish Republic since 1957, every year on 20 November, the international day of the Charter of Educators. In 1972, a Teacher’s Day was officially enshrined in legislation, and its date was moved to 14 October to honour the creation of the Educational Commission. In 1982, the holiday was renamed the Day of National Education. In Poland, since 1997 International Teachers’ Day has also been celebrated on 5 October by teachers working in the field of higher education.
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ANDERSON, ROBERT. "Ceremony in Context: The Edinburgh University Tercentenary, 1884." Scottish Historical Review 87, no. 1 (April 2008): 121–45. http://dx.doi.org/10.3366/e0036924108000073.
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Edinburgh introduced Britain to the university centenary, an established form of celebration in continental Europe. The ceremonies in 1884 can be seen in the framework of the late nineteenth-century ‘invention of tradition’. Such events usually asserted the links of the university with national and local communities and with the state. The Edinburgh celebrations marked the opening of a new medical school, after a public appeal which itself strengthened relations with graduates and wealthy donors. The city council, local professional bodies, and the student community all played a prominent part in the events of 1884, which were a significant episode in the development of student representation. Analysis of the speeches given on the occasion suggests that the university sought to promote the image of a great medical and scientific university, with the emphasis on teaching and professional training rather than research, for the ideal of the ‘Humboldtian’ research university was still a novelty in Britain. Tercentenary rhetoric also expressed such themes as international academic cooperation , embodied in the presence of leading scientists and scholars, the harmony of religion and science, and a liberal protestant view of the rise of freedom of thought. The tercentenary coincided with impending legislation on Scottish universities, which encouraged assertions of the public character of these institutions, and of the nation's distinct cultural identity. One striking aspect, however, was the absence of women from the formal proceedings, and failure to acknowledge the then current issue of women's admission to higher education.
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Smith, Andy, David Haycock, and Nicola Hulme. "The Class of London 2012: Some Sociological Reflections on the Social Backgrounds of Team GB Athletes." Sociological Research Online 18, no. 3 (August 2013): 158–62. http://dx.doi.org/10.5153/sro.3105.
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This rapid response article briefly examines one feature of the relationship between social class and elite sport: the social backgrounds of the Olympians who comprised Team GB (Great Britain) at the 2012 London Olympics Games, and especially their educational backgrounds, as a means of shedding sociological light on the relationship between elite sport and social class. It is claimed that, to a large degree, the class-related patterns evident in the social profiles of medal-winners are expressive of broader class inequalities in Britain. The roots of the inequalities in athletes’ backgrounds are to be found within the structure of the wider society, rather than in elite sport, which is perhaps usefully conceptualized as ‘epiphenomenal, a secondary set of social practices dependent on and reflecting more fundamental structures, values and processes’ ( Coalter 2013 : 18) beyond the levers of sports policy. It is concluded that class, together with other sources of social division, still matters and looking to the process of schooling and education, whilst largely ignoring the significance of wider inequalities, is likely to have a particularly limited impact on the stubborn persistence of inequalities in participation at all levels of sport, but particularly in elite sport.