Journal articles on the topic 'History Study and teaching Victoria'
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1
Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.
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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Gooday, Graeme. "‘Nature’ in the laboratory: domestication and discipline with the microscope in Victorian life science." British Journal for the History of Science 24, no. 3 (September 1991): 307–41. http://dx.doi.org/10.1017/s0007087400027382.
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What sort of activities took place in the academic laboratories developed for teaching the natural sciences in Britain between the 1860s and 1880s? What kind of social and instrumental regimes were implemented to make them meaningful and efficient venues of experimental instruction? As humanly constructed sites of experiment how were the metropolitan institutional contexts of these laboratories engineered to make them legitimate places to study ‘Nature’? Previous studies have documented chemists' effective use of regimented quantitative analysis in their laboratory teaching from the 1820s, but less is known about how Victorian academics made other sorts of laboratories unproblematic pedagogical spaces. This paper will examine the literary, disciplinary and instrumental technologies of microscopy deployed by T. H. Huxley at his South Kensington laboratory during the early 1870s to render his biology teaching legitimate, meaningful and efficient. As such it is a response to Pickstone's recent call for a broader account of microscopy teaching in late nineteenth-century academic life science, and one localized answer to Bennett's enquiries as to what the appearance of a microscope in laboratories and other domestic settings betokened to historical actors, and how such tokens changed over time.
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Mansfield, Elizabeth. "THE VICTORIAN GRAND SIÈCLE: IDEOLOGY AS ART HISTORY." Victorian Literature and Culture 28, no. 1 (March 2000): 133–47. http://dx.doi.org/10.1017/s1060150300281084.
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The true greatness of this great century consists . . . not in its vain wars, and formal stage, and stilted eloquence, and pompous palaces, and grandiose art, but in the formation and working out of the political and social system of which these things were the first fruits. It is idle to indulge in academical discussions as to the merits of this system. We have inherited it, it has penetrated our lives in every direction, we act, we think under its invisible pressure, and its study is pregnant with teaching.— Emilia Dilke, Art in the Modern StateFUSING AESTHETIC INQUIRY WITH POLITICAL THEORY, Emilia Dilke’s Art in the Modern State heralds a shift in the evolving discipline of art history. Published in 1888, the book succeeds her well-received The Renaissance of Art in France (1879) and anticipates by a decade her multi-volume study of the arts of eighteenth-century France. Methodologically, however, Art in the Modern State stands apart from her other books. Predicated upon the supposition that art — indeed all cultural production — derives from and serves the “invisible pressure” of ideology, the book points to a new direction in Victorian aesthetic theory. Specifically, the book offers the first direct application of Marxist philosophy in an art historical text. That this innovation met and continues to meet with critical as well as popular indifference appears, at first, extraordinary. Considered within the context of Victorian art writing and materialist art history, however, the sources of this critical neglect begin to emerge.
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Mitchell, Richard. "Forty Years of Labour Law Scholarship in New Zealand: A Reflection on the Contribution of Gordon Anderson." Victoria University of Wellington Law Review 50, no. 2 (September 2, 2019): 159. http://dx.doi.org/10.26686/vuwlr.v50i2.5740.
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This special issue of the Victoria University of Wellington Law Review is published in recognition of Gordon Anderson's outstanding contribution to the study of the academic and socio-economic policy field of labour law in New Zealand since the mid-1970s. During this period of time Gordon's work has informed both teaching and learning in labour law scholarship and legal practice, charted the shifts in labour law policy, and examined the implications of these shifts for industrial and employment relations and human resource practices in business. This impressive output has included the publication of several full-length accounts of New Zealand labour law, incorporating background history, economic and political contexts and institutional arrangements, accompanied by analytical accounts of the general principles of individual and collective regulation. At the same time his research work, and his extensive engagement with labour lawyers internationally, has considerably expanded the international understanding and interest in New Zealand's labour law system, drawing it more immediately and closely into comparison with other national systems and sets of laws.
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Perlman Lorch, Marjorie. "A Late 19th-Century British Perspective on Modern Foreign Language Learning, Teaching, and Reform." Historiographia Linguistica 43, no. 1-2 (June 24, 2016): 175–208. http://dx.doi.org/10.1075/hl.43.1-2.06per.
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Summary The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.
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Allison, Sarah. "The Social Life of Private Notes." Victorian Literature and Culture 50, no. 4 (2022): 757–63. http://dx.doi.org/10.1017/s1060150322000092.
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Simon Reader's Notework: Victorian Literature and Nonlinear Style, as I discuss below, pushes us to rethink how we understand notes in the nineteenth century and in our own. I will begin with the contemporary implications of Reader's argument by pairing it with Rachel Sagner Buurma and Laura Heffernan's The Teaching Archive: A New History for Literary Study. Both books foreground aspects of the research and writing life that have always supported the publish-or-perish research agenda and yet have seemed instrumental or ephemeral.
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Amin, Muhammad, Asim Khurshid, Mukhtar Ahmad, and Zunaira Javed. "Etiology and outcome of culture proven bacterial meningitis in children 6 to 24 months of age." Professional Medical Journal 26, no. 09 (September 10, 2019): 1451–56. http://dx.doi.org/10.29309/tpmj/2019.26.09.2562.
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Introduction: Pediatric bacterial meningitis is a life-threatening illness that results from bacterial infection of the meninges and leaves some survivors with significant sequelae. More than 2/3 cases of meningitis occur in the 1st 2 years of life, owing to decreased immunity and high vascularity of the brain.This study was conducted to determine the frequency of hemophilus influenzae type b, streptococcus pneumonia and neisseria meningitidis and outcome in culture proven meningitis in children 6 months to 24 months. Study Design: Case series. Setting: Paeds Unit 1, Bahawal Victoria Hospital, Bahawalpur and Paeds Unit of District Headquarter (DHQ) Teaching Hospital, Dera Ghazi Khan. Period: 1st April 2017 to 30th September 2018. Material and Methods: A total of 220 children (110 from each center) of either sex with culture proven meningitis, aged 6 months to 24 months, were included in the study. Demographics, duration of fever, history of seizures, weight of child, vaccination status and bacteria isolated from CSF and outcome were analyzed. The outcome in the form of mortality was noted during the first 10 days of hospital stay. Results: Amongst a total of 220 children, 123 (55.9%) were male. There were 130 (59.1%) children who were less than or equal to 1 year of age. There were 154 (70.0%) children who were having a weight of 7 to 10 kg. Vaccination status was, 111 (50.5%) were fully vaccinated, 59 (26.8%) partially vaccinated and 50 (22.7%) not vaccinated. Duration of fever was, 141 (64.1%) had fever for more than 5 days. There were 139 (63.2%) children who had a history of seizures. Streptococcus pneumonia was the commonest bacteria found in 110 (50%) children followed by neisseria meningitides 53 (24.1%), H. Influenza 37 (16.8%). Overall mortality was noted in 34 (15.5%) children. Conclusion: In children with bacterial meningitis, mortality was high and most common bacteria were found to be s.pneumoniae followed by neisseria meningitidis and h.influenzae. Awareness about the empiric and directed antimicrobial therapy will help to lower the burden of morbidity and mortality related to bacterial meningitis.
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BENNETT, J. M. R. "THE BRITISH LUTHER COMMEMORATION OF 1883–1884 IN EUROPEAN CONTEXT." Historical Journal 58, no. 2 (May 11, 2015): 543–64. http://dx.doi.org/10.1017/s0018246x14000235.
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AbstractIn 1883 and early 1884 the controversial commemoration of the four-hundredth birthday of Martin Luther, celebrated in Germany and worldwide, captured much British public attention. The examination of this celebration offered here will improve current understanding of late Victorian religious controversies and indicate their continuing centrality to a range of cultural and historical debates in the period. The commemoration invigorated historic antagonisms in the British religious landscape, yet it also did far more than this. The commemoration provided a platform for those who wanted to foster Protestant unity in the face of what was widely perceived to be a revived threat from ‘popery’ and religious indifference at home and abroad. Whereas some religious and not-very-religious commentators, often belonging to a younger generation, wanted closely to associate Luther's world-historical role with liberalizing intellectual and social progress, others – sceptics, Catholics, high Anglicans, older Protestants – resisted this. Arguments about Luther's life and teaching often became more broadly Victorian discussions of the family, Anglo-German affinities or antagonisms, and the nature of modernity. By relating themes in the study of modern religious history to current concerns in the history of historical writing, this article will point to wider lacunae in scholarly approaches to nineteenth-century culture.
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Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.
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With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.
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Bloch, Ernst. "To the original history of the Third Reich." Koinon 3, no. 1 (2022): 94–118. http://dx.doi.org/10.15826/koinon.2022.03.1.008.
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The article by E. Bloch raises the question of how the intellectual heritage of the distant past is appropriated by modern political movements. The author draws attention to the actualization of ancient folk dreams at the beginning of the twentieth century. He focuses on the reception of medieval religious teachings by the mass consciousness of Germans during the period of the birth of Nazism in Germany in the 1920s — 1930s. The way in which the concepts of medieval consciousness „leader“ and „Third Reich“ were introduced into the consciousness of contemporaries, Bloch qualifies as „deception“, distortion of their original meaning, transformation of meanings into opposite ones. The philosopher shows that the term „Third Reich“ has a long, truly revolutionary history, since in the original the Third Reich denoted the socio-revolutionary ideal dream of Christian heresy: the dream of the Third Gospel and the world corresponding to it. Bloch examines the influence of chiliasm on many historical revolutionary movements. Modern socialism, according to Bloch, is an attempt to realize the dreams of the medieval masses without mystical coloring. Then, the article traces in detail the evolution of the concept of „liberator of the oppressed“, „leader“ from the most ancient times; it also analyzes book texts and oral legends. The author emphasizes the constant motif of the „resurrected“ or „awakened“ Kaiser-liberator and his place in the mass consciousness. The conclusion is made about how the use of this image helped the Nazis in establishing their popularity. The article pays special attention to the life and ideas of Abbot Joachim Florsky (XII century) as an iconic figure of the socio-chiliastic turn. Bloch is interested in Florsky in connection with another important motif of the Middle Ages, which was actualized by Nazism: „this world’s Gospel“. Bloch analyzes the predecessors of Florsky’s teaching — Eriugen and the Saint Victorians. He proves that in Florsky’s interpretation, the mystical movement of the soul along the steps was projected onto the entire process of the movement of humanity, its history. He „put the earth under strict Christian requirements“, which should be implemented in the last, third stage. Further, Bloch traces the development of the idea of the trinity of stages of the historical movement from the Old Testament eschatological motives, Augustine, through the German Enlightenment and Romanticism up to the present (Fyodor Dostoevsky, Henrik Ibsen and others). Bloch concludes that „the neglect of the old ways and forms does not go unpunished“. The main result of the study can be understood as an indication that the old forms of mass dreams can be used by modern political forces with completely different goals and effects.
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Fadeev, Pavel. "Russian State-Civil Identity Through the Perception of History, Culture and Socio-Political Life." Sociologicheskaja nauka i social'naja praktika 10, no. 3 (September 30, 2022): 78–95. http://dx.doi.org/10.19181/snsp.2022.10.3.9198.
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The article is devoted to the analysis of the current state of the Russian state-civil identity in comparison with other macro-identities. The current state of the Russian identity and the significance of the components of its structure in the views of respondents are analyzed on the materials of the Federal Research Center of the Russian Academy of Sciences, WCIOM, RLMS-HSE, in-depth and expert interviews and focus groups. The experts were humanities scientists, university and school teachers, journalists, public and ethnic activists from different cities of Russia. In 2020 COVID-19 has affected people’s moods, and the willingness to associate themselves with Russians has greatly decreased, which could be affected by insufficient support from the state, combined with strict restrictions. The analysis of mass perceptions of Russians about the role of civil, historical, cultural and emotional components of Russian identity was carried out. The study showed that the common state remains the basic consolidator of Russian identity, and in less than a year the share of Russians who consider the “historical past” and “native land” to be important unifying components has increased. The memory of the military victories won by our people is currently the main historical consolidator of the identity of Russians. The tragedies experienced together turn out to be a little less important, although they are not completely forgotten. Young people and creative intelligentsia in interviews spoke about the importance of a versatile approach in teaching history: “it is necessary to study both ups and downs.” Culture is still an important integrator of Russian society, but we are not talking about “high culture”, but rather about mass culture. In the “culture”, Russians are most united by common holidays, wellknown songs, works of literature and films. But the civil component of Russian identity is still poorly developed – people practically do not associate participation in elections, referendums, meetings, rallies and volunteer movements with Russian citizenship.
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Njuangang, Stanley, Champika Liyanage, and Akintola Akintoye. "The history of healthcare facilities management services: a UK perspective on infection control." Facilities 36, no. 7/8 (May 8, 2018): 369–85. http://dx.doi.org/10.1108/f-07-2016-0078.
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Purpose The history of the development of non-clinical services in infection control (IC) dates back to the pre-modern era. There is evidence of health-care facility management (HFM) services in Roman military hospitals. With the fall of the Roman Empire, Christian beliefs and teaching shaped the development of HFM in monastic hospitals. It was not until the late Victorian era that the link between HFM services and diseases caused by “miasma”, or bad air, became established. The discovery of bacteria in the modern scientific era reduced the level of importance previously attached to non-clinical causes of infections. Today, in the NHS, HFM services continue to be treated as though they had no real role to play in IC. This paper aims to collate historical and epidemiological evidence to show the link between HFM and IC. Design/methodology/approach The evidence gathered in this research paper is primarily based on an in-depth review of research from a wide range of sources. A “within-study literature analysis” was conducted to synthesise the research materials. This involved the application of “between-source triangulation” to verify the quality of the information contained in the studies, and “between-source complementarity” to provide an in-depth elaboration of the historical facts. Findings Historical and epidemiological evidence shows that HFM services such as cleaning, waste management, catering, laundry and maintenance continue to play a crucial role in IC. This is corroborated by evidence gathered from the work of renowned pioneers in the field of IC. However, reforms in the NHS have failed to consider this, as HFM services have been largely fragmented through different partnership arrangements. Practical implications Among many other things, this research raises the profile of HFM staff in relation to the issue of IC in hospitals. It presents convincing evidence to show that the relationship between the clinical and non-clinical domains in controlling infections in hospitals has a long history. The findings of this research give HFM staff invaluable information about the significant role of their profession in the control of infections in hospitals. Originality/value This is one of the few studies examining the historical development of HFM services, as well as their contribution to IC. Other work in this area has mainly been framed from a clinical health-care perspective.
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Jenstad, Janelle, and Erin E. Kelly. "A Curatorial Model for Teaching Renaissance Book History in Canada." Renaissance and Reformation 37, no. 4 (April 30, 2015): 81–100. http://dx.doi.org/10.33137/rr.v37i4.22641.
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Only by holding early printed books can students learn both the strangeness of the past and its oddly familiar struggle with technological innovation. Even partial collections like the one at the University of Victoria have enough rare books to serve these purposes. But how do we teach book culture and intellectual history when we do not have multiple or even representative books from many authors, countries, and sometimes whole decades? We adopt a curatorial teaching model that invites students to find, select, and chart a narrative through the materials that we do have. This article describes our curatorial projects in the hope that others will undertake similar endeavours. It also explains how the very partiality of our collection has generated wonderful opportunities for students to learn not just book history but also the history of Canadian universities, libraries, collectors, and Renaissance studies.
C’est seulement en ayant des livres anciens entre les mains que les étudiants peuvent faire l’expérience de l’altérité du passé et de la familiarité des difficultés liées aux innovations technologiques. Même une collection limitée comme celle de la University of Victoria est suffisante pour atteindre ces objectifs. Mais comment peut-on enseigner l’histoire et la culture du livre et l’histoire intellectuelle lorsque nos ressources ne contiennent pas suffisamment de livres ou des livres représentatifs de plusieurs auteurs, pays, voire de décennies ? Nous avons adopté un modèle d’enseignement de la conservation invitant les étudiants à trouver, sélectionner, et élaborer un récit historique à travers les ressources auxquelles nous avons accès. Cet article décrit nos projets de conservation dans l’espoir de susciter d’autres projets similaires. Nous y expliquons aussi comment une collection même très partielle comme la nôtre a donné le jour à d’extraordinaires possibilités d’apprentissage pour les étudiants, non seulement dans le domaine de l’histoire du livre mais aussi en histoire des universités, des bibliothèques, et des collectionneurs canadiens, dans le domaine des études de la Renaissance.
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Taylor, Miles. "The Bicentenary of Queen Victoria." Journal of British Studies 59, no. 1 (January 2020): 121–35. http://dx.doi.org/10.1017/jbr.2019.245.
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AbstractThe past year, 2019, was the bicentenary of the birth of Queen Victoria. Since 2001, the centenary of her death, much has changed in the scholarship about the British queen. Her own journals and correspondence are more available for researchers. European monarchies are now being taken seriously as historical topics. There is also less agreement about the Victorian era as a distinct period of study, leaving Victoria's own relationship with the era she eponymizes less certain. With these changing perspectives in mind, this article looks at six recent books about Victoria (four biographies, one study of royal matchmaking, and one edited volume) in order to reassess her reign. The article is focused on three themes: Queen Victoria as a female monarch, her role in building a dynastic empire, and her prerogative—how she influenced the politics of church and state. The article concludes by warning that biography is not the medium best suited for taking advantage of all the new historical contexts for understanding Queen Victoria's life.
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Beckett, John. "W. G. Hoskins, the Victoria County History, and the Study of English Local History." Midland History 36, no. 1 (March 2011): 115–27. http://dx.doi.org/10.1179/004772911x12956221816321.
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Chen, Sibo, and Hossein Nassaji. "Focus on form and corrective feedback research at the University of Victoria, Canada." Language Teaching 51, no. 2 (March 15, 2018): 278–83. http://dx.doi.org/10.1017/s026144481800006x.
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The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies concern language teaching and learning, some of which are conducted in classroom settings. In this article, we provide a brief overview of recent corrective feedback research conducted by UVic Applied Linguistics Research Group.
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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.
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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.
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Phillips, Jim. "Why Legal History Matters." Victoria University of Wellington Law Review 41, no. 3 (November 1, 2010): 293. http://dx.doi.org/10.26686/vuwlr.v41i3.5228.
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This is the text of Professor Phillips' Salmond Lecture delivered at the Victoria University of Wellington Law Faculty on 24 June 2010. In it Professor Phillips makes the case for why legal history matters both for lawyers and historians and argues for a continued contextual approach to the study of legal history.
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Ghosh, Sanmita. "‘Bharat Mata’ and ‘Ma Victoria’: Forms of Divine Motherhood in Colonial Bengal." Indian Historical Review 47, no. 2 (December 2020): 296–312. http://dx.doi.org/10.1177/0376983620968011.
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This article attempts to explore the cult of the ‘Bharat Mata’ that was born out of the patriotic fervour of Indian nationalist leaders who transformed their nationalist passion into an image of the nation as mother, and the widely promoted idea of Queen Victoria as a mother to her subjects in the nineteenth-century Bengal. The image of ‘Bharat Mata’ was conceived with the rising tide of nationalism in the nineteenth century, the impetus provided by the Bengali novelist Bankimchandra Chattopadhyay’s novel Anandamath (1882). The image of Queen Victoria as a mother to her Indian subjects found its most emphatic projection in Bengali texts like Raja Sir Sourindro Mohun Tagore’s poem Srimad-Victoria-Mahatmyam, The Greatness of the Empress Victoria: A Sanskrit Poem, Set to Music with English Translation (1897). Composed on the occasion of the completion of 60 years of Queen Victoria’s reign, the poem was a ‘humble offering of loyalty’ to the Queen-Empress, whose reign over India was glorified and regarded auspicious. The article looks into the apparently contradictory nature of the worship of the feminine form as the ‘mother’ in a pre-independent nineteenth-century Bengal, through a consideration of texts like Anandamath, Srimad-Victoria-Mahatmyam and Girishchandra Ghosh’s play Hirak Jubilee (1897), among others. In this context, the article also takes into account the theoretical perspective of the cultural ‘Other’, inherent in a study involving the dynamics of colonial relations.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Jaskulowski, Krzysztof, and Adrianna Surmiak. "Teaching history, teaching nationalism: a qualitative study of history teachers in a Polish post-industrial town." Critical Studies in Education 58, no. 1 (November 30, 2015): 36–51. http://dx.doi.org/10.1080/17508487.2015.1117006.
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Kwon, Taekyoung. "On the Study of ‘Teaching History Through Film’." Journal of Humanities and Social sciences 21 10, no. 6 (December 31, 2019): 919–32. http://dx.doi.org/10.22143/hss21.10.6.66.
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Skripnik, Konstantin D. "The History of Semiotic Ideas: Victoria Lady Welby’s Significs." RUDN Journal of Language Studies, Semiotics and Semantics 12, no. 3 (October 3, 2021): 875–87. http://dx.doi.org/10.22363/2313-2299-2021-12-3-875-887.
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The purpose of this article is to characterize the basic ideas of the conception of significs, the original science of sign and meaning that emerged at the turn of the 19th-20th centuries in the works of Victoria Lady Welby (1837-1912). The article explains the features of significs, which considers the meaning of verbal and non-verbal signs as a complex hierarchical structure, the levels of which are sense, meaning, and significance. Significance includes the preceding levels and takes into account their relations with axiological characteristics. The author points out that the content of the structure of sense-meaning-significance can be represented in different ways, depending on metaphorical, terminological, social and communicative factors. The conception of significs thus becomes universal and fundamental. The article emphasizes that significs highlights the dynamic nature of meaning, considering changes, that take place on each of its levels. The author sees in this fact the connection of significs with the evolutionary ideas contained in linguistics and natural science, and traces the process of formation of significs, arguing that its foundations lie in the description of various examples of the use of language, undertaken by V. Welby at the early stages of her research. The article is based on the study and comparative analysis of both the works of V. Welby herself and the commentary literature. In conclusion the author specifizes the value of the conception of significs as an integral dynamic theory of sign, meaning, and significance, which incorporates the various aspects of sign issues - from the logical and linguistic to the axiological and pragmatic ones, and indicates the ways of explication the impact of significs on the subsequent development of semiotic, philosophical, and linguistic researches.
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Storey, Matthew, and Lucy Worsley. "Queen Victoria: An Anatomy in Dress." Costume 53, no. 2 (September 2019): 256–79. http://dx.doi.org/10.3366/cost.2019.0123.
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This object-based study of Victoria's surviving wardrobe uses dress as material evidence for the changes that took place to the Queen's physical body. Our exploration of the Queen's attitude towards clothing combined with her physical measurements as recorded in surviving items from her wardrobe allow us to nuance the conventional biographical narrative of a woman who consistently gained weight over her lifetime. We challenge the perception that she immediately became rotund after her husband's death as a consequence of grief and argue that her later-life mourning clothes were a distinctive, comfortable and rational response to her physical body and her status as a widow.
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Costello, Susan, and Caroline Tehan. "Study groups as professional development for advanced caseworkers." Children Australia 32, no. 1 (2007): 16–23. http://dx.doi.org/10.1017/s1035077200011421.
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During 2003-2005, Anglicare Victoria conducted study groups for their advanced caseworkers. This program was developed in consultation with senior staff within the context of Anglicare Victoria’s Services Practices Manual, including Theoretical Frameworks. It aimed to provide senior practitioners with peer support, education and discussion.The study group model was a collaborative approach using adult teaching principles and strategies. Central to each session was a case presentation from one of the participants which provided an opportunity to integrate learning with theory and practice. A training model of the study group is presented.Evaluation indicated that the study group reduced participants’ isolation, increased their confidence in engaging family members, including fathers, and broadened their conceptualisation of family problems. Learnings and proposed changes to future study groups are identified.
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Jones, Ken. "The teaching archive: a new history for literary study." Changing English 29, no. 1 (January 2, 2022): 109–12. http://dx.doi.org/10.1080/1358684x.2021.2013161.
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koo Bon-Kwan. "A Study on the lexical history as teaching materials." Journal of Korean Language Education ll, no. 21 (June 2008): 77–127. http://dx.doi.org/10.17313/jkorle.2008..21.77.
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Kim, Yoohee. "A Study on Applying TV Contents to History Teaching." Korean Society of Culture and Convergence 39, no. 6 (December 30, 2017): 645–76. http://dx.doi.org/10.33645/cnc.2017.12.39.6.645.
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박주현. "Teaching local history as a way of historical inquiry : a case study on teaching local history in England." Studies on History Education ll, no. 14 (November 2011): 7–36. http://dx.doi.org/10.16976/kahe.2011..14.7.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Spaull, Andrew. "Deprofessionalisation of State School Teaching: A Victorian Industrial Relations Saga." Australian Journal of Education 41, no. 3 (November 1997): 289–303. http://dx.doi.org/10.1177/000494419704100307.
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DEPROFESSIONALISATION of school teaching has occurred through a number of managerial interventions. This study focuses on the erosion of teachers' rights and conditions of employment through the attempted deregulation of the state education industry in Victoria. This process, closely identified with radical labour market reforms, has been fiercely contested by Victorian state school teachers and their unions, especially over procedural rule making in industrial relations. This type of rule making relates to the processes of regulation and the jurisdictions made available to employers and unions by governments, the courts and the industrial tribunals. The recent struggles over procedural rule making, it is argued, have governed the pace and trajectory of the deprofessionalisation of state school teaching. It remains a continuing contest.
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Lino, N. T., E. M. F. Ramos, and B. Benetti. "Physics teaching and history of teaching: discoveries from the study of ancient didactic experiments." Journal of Physics: Conference Series 2297, no. 1 (June 1, 2022): 012014. http://dx.doi.org/10.1088/1742-6596/2297/1/012014.
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Abstract The present research had as its main objective an analysis of curricular transformations that have occurred in the physics teaching, specifically in the topics of “Fluid Mechanics”, through an examination of old instruments no longer in use in a physics laboratory of a Brazilian school. The study begins with the intention of giving a name and meaning to an old dusty instrument found in the laboratory, the Nicholson’s Areometer. From this work of identifying the materials, we realized that experiments on “Fluid Mechanics” found in the laboratory had disappeared from current textbooks and official documents, showing changes in the Brazilian physics curricula. We consider these changes as one of the factors that contributed to the disuse of laboratory equipment today. For the survey and analysis of laboratory materials, a qualitative, exploratory and documentary research was carried out. From this research, the feasibility of resuming disused laboratories and materials as tools for physics teaching was evidenced, and this re-analysis movement may represent a first step to assist teachers in the effective use of such materials in their schools. Finally, we found that some of the reasons mentioned by teachers for not using experimental activities, such as lack of space and equipment, were not identified in the school studied.
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Alam, Shahid, and LillAnne Jackson. "A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?" International Journal of Engineering Pedagogy (iJEP) 3, S4 (December 1, 2013): 9. http://dx.doi.org/10.3991/ijep.v3is4.3161.
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In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm) face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1) face-to-face instruction in-class versus an (2) online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Kamaruddin, Kamaruddin, and Ahmal Ahmal. "The study of history based on local antiquity: A case study of existence of Kampar River in analyzing the past maritime in teaching history." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 1 (February 6, 2018): 72. http://dx.doi.org/10.31258/jes.2.1.p.72-82.
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This paper describes the history-based learning local history, which takes the case of the existence of the Kampar River as local aspects in the learning of the maritime history in Indonesia. The data obtained through the triangulation by collecting interviews, observation, documentation study and refered to articles, journals, textbooks and data other documents in the library that supported the teaching of history based on local history in the analyzing of maritime history in Indonesia, then it was investigated and drawn as a conclusion that the Kampar River was able to be used as the study of history in the local context in understanding of the teaching history in Indonesia related to maritime history. The results in this study show that first, Kampar River is a river that is loaded with historical events of the Kingdom of Sriwijaya, The Kingdom of Islamic until the independence of Indonesia. Second, the existence of Kampar River as a aspect of emergence of history / local aspect which is able to be used as information about the maritime historyto the learners. For learning process, it involves local aspects of learners to connect, internalize and develop cooperation in analyzing of the concept aspects practicely in teaching maritime history. The concept of local history-based teaching history is contextually-learning learning concept that emphasizes the relevance of teaching materials with real world of learners. The existence of Kampar River is a means emergence of history / local aspect can be used as information about the maritime history to assist in the understanding of teaching maritime history on the learner, for learning involving local aspects for learners to connect, internalize and develop cooperation in analyzing aspects of the concept to praxis in teaching maritime history. The concept of local history-based teaching history is contextually-learning learning concept that emphasizes the relevance of teaching materials with real world of learners. The existence of Kampar River is a means emergence of history / local aspect can be used as information about the maritime history to assist in the understanding of teaching maritime history on the learner, for learning involving local aspects for learners to connect, internalize and develop cooperation in analyzing aspects of the concept practically in learning the maritime history. The concept of local history-based learning is contextually-learning that emphasizes the relevance of teaching materials with real world of learners.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Abdul Ghani Abdul Aziz, Dhuha. "Teaching Architectural History _ Goals and Tools Study in Literatures of Architectural History Curriculums." AL-Rafdain Engineering Journal (AREJ) 15, no. 4 (December 28, 2007): 113–27. http://dx.doi.org/10.33899/rengj.2007.45262.
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Akhan, Osman. "History Teaching Approaches Preferred by Turkish and Russian History Teachers." World Journal of Education 11, no. 1 (February 14, 2021): 62. http://dx.doi.org/10.5430/wje.v11n1p62.
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The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020- 2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries.
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Shafique, Muhammad Asim, Muhammad Fahim, Masood Akhtar, Muhammad Adnan Anwar, and Anum Jamshed. "Hearing Loss Among Excessive Mobile Phone Users; A Cross Sectional Study At Bahawal Victoria And Civil Teaching Hospitals Bahawalpur." Journal of Bahria University Medical and Dental College 09, no. 01 (December 27, 2018): 21–24. http://dx.doi.org/10.51985/jbumdc2018074.
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Objective: To assess the hearing loss among the subjects using excessive mobile phone. Methodology: 50 subjects were entered for this study with age ranging from 20 to 40 years using mobile phone for more than 5 years. 25 subjects who used mobile phone for less than (<) 60 min /day formed one group, while 25 subjects who used cell phone for more than (>) 60 min /day formed the second group. The hearing levels of all the subjects were tested using Pure Tone Audiometry (PTA). Duration of mobile phone usage was assessed by questionnaires. Results: There was a significant increase (p-value .00006) in the hearing thresholds at all frequencies in air conduction and bone conduction in right ear in test group compared with the control group. Similar result was found in the left ear except for bone conduction at frequency 4 and 6 (kilo hertz) kHz. Excessive use of mobile phone caused Sensory neural hearing loss and the prevalence was 84% in group who used mobile phone for > 60 min / day and 20% in group who used for < 60 min / day. Conclusion: Excessive use of mobile phone may cause increase in pure tone threshold associated with the duration of usage. The use for more than 5 years with more than 60 minutes daily can produce harmful effects on human hearing.
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Muir, Carlyn, Ian R. Johnston, and Eric Howard. "Evolution of a holistic systems approach to planning and managing road safety: the Victorian case study, 1970–2015." Injury Prevention 24, Suppl 1 (February 16, 2018): i19—i24. http://dx.doi.org/10.1136/injuryprev-2017-042358.
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BackgroundThe Victorian Safe System approach to road safety slowly evolved from a combination of the Swedish Vision Zero philosophy and the Sustainable Safety model developed by the Dutch. The Safe System approach reframes the way in which road safety is viewed and managed.MethodsThis paper presents a case study of the institutional change required to underpin the transformation to a holistic approach to planning and managing road safety in Victoria, Australia.ResultsThe adoption and implementation of a Safe System approach require strong institutional leadership and close cooperation among all the key agencies involved, and Victoria was fortunate in that it had a long history of strong interagency mechanisms in place. However, the challenges in the implementation of the Safe System strategy in Victoria are generally neither technical nor scientific; they are predominantly social and political. While many governments purport to develop strategies based on Safe System thinking, on-the-ground action still very much depends on what politicians perceive to be publicly acceptable, and Victoria is no exception.ConclusionsThis is a case study of the complexity of institutional change and is presented in the hope that the lessons may prove useful for others seeking to adopt more holistic planning and management of road safety. There is still much work to be done in Victoria, but the institutional cultural shift has taken root. Ongoing efforts must be continued to achieve alert and compliant road users; however, major underpinning benefits will be achieved through focusing on road network safety improvements (achieving forgiving infrastructure, such as wire rope barriers) in conjunction with reviews of posted speed limits (to be set in response to the level of protection offered by the road infrastructure) and by the progressive introduction into the fleet of modern vehicle safety features.
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Cole, Aaron B. "Guides to the Study and Teaching of American History.—(I.)." Journal of Education 52, no. 9 (September 1990): 149–50. http://dx.doi.org/10.1177/002205749005200903.
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Cole, A. B. "Guides to the Study and Teaching of American History.—(II.)." Journal of Education 52, no. 10 (September 1990): 166–67. http://dx.doi.org/10.1177/002205749005201008.
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Hendrick, Robert M. "The role of history in teaching science ? A case study." Science and Education 1, no. 2 (1992): 145–62. http://dx.doi.org/10.1007/bf00572836.
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.
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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development.
It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts.
The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided.
The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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Robb, Preston. "A Footnote to Medical History: David Alexander Shirres on Spinal Cord Regeneration." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 18, no. 3 (August 1991): 361–62. http://dx.doi.org/10.1017/s0317167100031978.
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ABSTRACT:Little attention has been paid to an early Canadian experiment in neuronal regeneration and what may have been the world's first attempt to replace a damaged spinal cord with a transplant. In 1905, a paper entitled “Regeneration of the Axones of Spinal Neurones in Man” was published in the Montreal Medical Journal. It had been read at the Panamerican Congress in Panama. The author was David Alexander Shirres, a Scot who had trained in Aberdeen in neurology and neuropathology. He came to Canada in 1902 to assume the position of neurologist at the Montreal General Hospital, with the responsibility of establishing clinics and teaching undergraduates about the mysteries of the nervous system. To my knowledge, he was the first man in Canada to be appointed as a neurologist. (There were others, notably James Stewart, who devoted most of their time and writing to diseases of the nervous system but considered themselves to be internists. Stewart, for example, left the MGH to become the first chief of medicine at the Royal Victoria Hospital in Montreal.)
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Stevenson-Clarke, Peta, and Bradley Bowden. "Difference of purpose: The usage of railway accounts in Victoria and Queensland (1880–1900), a comparative study." Accounting History 23, no. 1-2 (May 30, 2017): 231–51. http://dx.doi.org/10.1177/1032373217708799.
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In both the New and Old Worlds, the railways were invariably the largest business enterprises of the nineteenth century in terms of both employment and capitalisation. This article explores whether Australia’s railroads were also seminal institutions for the employment of accountants and the advance of their discipline, through a consideration of the effects of commonalities and differences with the American experience. Commonalities exist in the similar roles played by American and Australian railways in the global economy, while differences principally relate to ownership structure – the former being privately owned and the latter state-owned. State ownership is found to have had a more significant influence than economic commonalities. Financial accounting was retarded due to (1) dealings with investment markets being the responsibility of Parliamentarians and (2) the abstinence of Australian railways from financial endeavours such as land speculation. The domination of cost accounting by professional engineers also left little room for qualified accountants.
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MacKenzie, Alistair. "Case Study in Engineering History Education: Robert Stephenson’s “Last Great Work”—The Victoria Bridge in Montréal." Journal of Professional Issues in Engineering Education and Practice 131, no. 1 (January 2005): 32–40. http://dx.doi.org/10.1061/(asce)1052-3928(2005)131:1(32).
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Hidayat, Bobi. "MENGEMBANGKAN PENDIDIKAN KARAKTER CALON GURU SEJARAH MELALUI LESSON STUDY." HISTORIA : Jurnal Program Studi Pendidikan Sejarah 6, no. 1 (February 28, 2018): 151. http://dx.doi.org/10.24127/hj.v6i1.1281.
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The mastering of character building for teaching learning history must be applied since the history teacher were learning in university. One of the mode that can be used is applying lesson study model in learning process whether in micro teaching or when the history students get teaching practice in school. There are three things that includes in teaching learning uses lesson study model, there are: plan, do, observation and see. Lesson study model is opened teaching learning process. Through good lesson study design, the history teacher candidate can be trained in having good teaher character building such as honest, discipline, care to other people, confidence, creative, overt and patient.