Relevant bibliographies by topics / Orphans – Education – 18th century

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Academic literature on the topic 'Orphans – Education – 18th century'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Orphans – Education – 18th century"

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Dziuba, Olena. "Traditions of family mutual aid in the Cossack Starshyna society (18th century)." Folk art and ethnology, no. 4 (December 30, 2021): 28–35. http://dx.doi.org/10.15407/nte2021.04.028.

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The article, based on the analysis of various sources, including epistolary heritage, wills, memoirs, traces the existence in the Cossack Starshyna society of traditions of family aid for orphans. In the scientific historical, ethnographic literature, this topic is poorly studied, the existence of traditions of mutual aid were considered mostly on the example of the peasant environment. The rights of orphans were protected in testaments, and care for them was considered an established norm, the rejection of which provoked public condemnation. The responsibility for the lives of orphans, their upbringing, education, marriage, career advancement was assumed by the older generation, their property rights were governed by applicable law. According to custom, the brothers were to provide the orphaned sisters with a dowry and a maternity leave. The article considers the most typical manifestations of family mutual assistance on the example of information from the family life of famous representatives of the Cossack Starshyna. Care for family members was not limited to caring for orphans, it was provided to those family members who found themselves in a difficult financial situation, had family problems, were ill. Much also depended on the features of individual psychology, but in general, family values, part of which was the care of orphans, determined the basis of daily life.
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Lyndina, Yevheniia. "The beginning of the system of assistance to children with visual disabilities: historical and bibliographical aspect." ScienceRise: Pedagogical Education, no. 2(41) (March 31, 2021): 27–30. http://dx.doi.org/10.15587/2519-4984.2021.228233.

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The scientific article reveals some of the historical facts of the beginning of helping children with visual impairments. The main chronological events of caring for children with the noted category of disorders are noted, which later became the basis for the development of special education, in particular, typhlopedagogy. The article describes the emergence of hospitals, shelters for orphans, sick and crippled people throughout Rus, which testifies to the attention of society to their lives. The facts of the search for ways of treatment and the development of methods, principles and means of teaching people with impaired psychophysical development are outlined. Based on the study of historical sources, the times of Kyivan Rus are characterized, when in some monasteries and churches premises were allocated for the residence of orphans and crippled children. There is information about the first institution in Ukraine, which was guarded by the problem of blind people, although it did not provide for special education and training for this category of persons. An important point of the article is the definition of the role of the state in the care of visually impaired persons. It is noted that in the 17th and 18th century in Ukraine, social work began to take care of orphans and people with disabilities. From the end of the 17th century, orphans and children of "mutilations" began to be in the care of shelters and hospitals, which was stipulated by a number of state decrees. In the 30s of the 18th century, a new form of guardianship over the disabled was introduced, patronage, which still exists in a modernized form. For a deeper retrospective of the state's assistance to children with visual impairments, it is necessary to investigate the facts of historical sources from the 18th century to the present
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Czepil, Marija, and Oresta Karpenko. "Pedagogical Principles of Child Custody in European Countries." Czech-polish historical and pedagogical journal 11, no. 2 (2019): 182–90. http://dx.doi.org/10.5817/cphpj-2019-030.

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The article describes the forms of orphans’ care, custody of children deprived of parental care, their emergence and development in European countries of the 18th century – the first half of the 19th century. Attention is focused on the theory and practice of custodial education, socio-pedagogical concepts, which are based on the principle of family and living together, where you care for the child and love him. The concept of upbringing in Children’s homes, which for the first time in the history of upbringing was implemented in Switzerland, was highlighted. A significant contribution to the theory and practice of upbringing was the adoption to Rescue houses kids of both sexes. At that time that was an innovative idea.
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Kuzminskyi, Ivan, and Vladyslav Bezpalko. "Singers of Pereyaslav bishops in the 18th century." Text and Image: Essential Problems in Art History, no. 1 (2022): 99–122. http://dx.doi.org/10.17721/2519-4801.2022.1.08.

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The proposed article is based on the corpus of historical sources of the 18th century and is devoted to the study of the singers of bishops of Pereyaslav. We found documentary evidence of the singers in 9 of the 14 bishops of Pereyaslav. According to the traditional order at the episcopal cathedrals of the Hetmanate, during the services, only the monks (kryloshany) sang. This tradition can be eloquently traced in the Pereyaslav Ascension Cathedral and other monasteries of the Pereyaslav eparchy during the 1720-1740s. The total number of singers in the cathedral monastery ranged from 5 to 9 people. At the head of the monks were two ustavnyky, who ruled the right and left choirs. And only in 1722, by a special decree, the Most Holy Governing Synod unified the rules, which primarily concerned the Ukrainian eparches. Since then, the order for the service of 10 singers has been established in the bishop's houses. Despite this, even before the decree was issued, vicar bishop Cyryl Szumlański was served by his own singers, led by the regent. The presence of the regent can be traced in the service of the next vicar bishop Joachim Strukov. Both the church monody and the polyphony sounded in the cathedral. We draw this conclusion from the available music books. Bishop Joakim Strukov in Pereyaslav owned the Heirmologia with musical notation, and in the time of Bishop Arseniy Berlo in the cathedral the musical-theoretical treatise of Mikołaj Dilecki "Musical Grammar" was rewritten. On the cover of this manuscript it was stated that one day a solemn partesnyi concert was performed. In connection with the last musical manuscript, the bishop's intention to introduce and consolidate innovations in the field of music education can be traced, when the aim of the students was to master the art of partes singing at a qualitatively better level. In addition to the above, this thesis is confirmed by information from the life of the singer of one of the previous bishops, when the teaching of partes singing took place outside Pereyaslav. The bishops' singers were called "pivchi" in authentic terminology, which we see both in documents from the archives of the Most Holy Governing Synod in St. Petersburg and in local documents from Pereyaslav. Beginning with the act sources of 1760 and at least until 1782, the group of bishop's singers was called "vocal music". During the same period, there is another name for this vocal group, which was used for internal use - "pivcha", which probably meant primarily a separate room where the singers lived. The choir was financed, first of all, from the bishop's treasury. And the singers received additional income by collecting money from the parishioners in a "singing mug", a special container for donations. According to expenditure sources, the funds received went to sewing, repairs, as well as the purchase of clothing and footwear. Among the information found in the sources about the singers, the total number of which reaches 29 names, not counting the mentioned singers without names and monks, we find representatives of various social stratum - children of clergy, Cossacks, burghers, commoners. For many of them, singing in the cathedral choir was not only an opportunity to earn a steady income, but also served as a springboard for career growth, for the rank of priest, or a place as a singer in one of the imperial capital choirs. In the second half of the 18th century there is a certain pattern, when most singers were disadvantaged, mostly orphans. In the life of the Pereyaslav bishops there were contacts with secular musicians-instrumentalists. In the 1720s, a bandura player served to vicar bishop Joachim Strukov. In the early 1780s, Hilarion Kondratkovskyi used the services of military musicians for solemn greetings during church holidays.
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Raimondo, Rossella. "L’assistenza all’infanzia a Reggio Emilia: origini e trasformazioni tra Otto e Novecento." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 233. http://dx.doi.org/10.14516/ete.139.

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The aim of this article is to reconstruct the evolution in the type of interventions and childcare models adopted by the institutions charged with caring for orphans in 18th- and 19th-century Reggio Emilia, Italy. Through analysis of the documents – some previously unseen – preserved at the archives of ASP Reggio Emilia Città delle Persone and Polo Archivistico Comunale, it is possible to understand how the city of Reggio Emilia adapted itself to the developing needs of its wards, and social, legislative and especially educational changes, seeking to go beyond the isolatory and custodial spirit that characterised life within orphanages until the end of the 19th century. The history of the local institutions intertwines with that of the national processes and changes which revolutionised the traditional concept of «institute». The monolithic, centuries-old and obsolete «orphanage» gave way to care within the community (1962), founded on the principles of protection, promotion and education of individuals. The stories of these individuals that emerge from the personal records and material analysed enable us to broaden our gaze on the reconstruction of institutional history, starting from a more internal perspective and focusing on the «subjectivity» of those in need of basic care. Such personal histories enable us to not only to understand the peculiarities of the various «cases», but also their living conditions, and the ways in which care, and at the same time education, was provided.
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Eraqi-Klorman, Bat-Zion. "THE FORCED CONVERSION OF JEWISH ORPHANS IN YEMEN." International Journal of Middle East Studies 33, no. 1 (February 2001): 23–47. http://dx.doi.org/10.1017/s0020743801001027.

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Reports emanating from Yemen as early as the 1920s indicated that local Jews were subjected to a unique statute, known in Jewish sources as the “Orphans' Decree.” This law obligated the Yemeni (Zaydi) state to take custody of dhimmi children who had been orphaned, usually of both parents, and to raise them as Muslims. The statute, anchored in 18th-century Zaydi legal interpretations and put into practice at the end of that century, has no parallel in other countries.1 S. D. Goitein suggests that the legal basis for this religious interpretation rested on the hadith: “Every person is born to the natural religion [Islam], and only his parents make a Jew or a Christian out of him” (Muhammad al-Bukhari 82, 3).2
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Milne, I. "18th and 19th century dietary advice." Journal of the Royal College of Physicians of Edinburgh 44, no. 4 (2014): 347. http://dx.doi.org/10.4997/jrcpe.2014.421.

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Kormondy, Edward J. "Erasmus Darwin, 18th-Century Polymath." American Biology Teacher 73, no. 2 (February 1, 2011): 68–71. http://dx.doi.org/10.1525/abt.2011.73.2.3.

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Erasmus Darwin was a founding member of the Lunar Society of Birmingham, the members of which were referred to as “Lunaticks.” He is here described as a polymath, an 18th-century “natural philosopher” who was a physician, scientist (with interests in botany, zoology, meteorology, chemistry, among others), inventor, and poet who also advanced quite profound evolutionary ideas two generations prior to those of his grandson, Charles Robert Darwin.
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Glaister, Robert T. D. "Rural Private Teachers in 18th‐century Scotland." Journal of Educational Administration and History 23, no. 2 (July 1991): 49–61. http://dx.doi.org/10.1080/0022062910230205.

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Draguşin, Miruna. "IMPORTANT STAGES IN THE TRADITIONAL ARTISTIC EDUCATION IN THE 18TH CENTURY – 20TH CENTURY." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 318–24. http://dx.doi.org/10.26520/mcdsare.2018.2.318-324.

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Dissertations / Theses on the topic "Orphans – Education – 18th century"

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Pálfi, Ágnes. "The incommunicable secret or the encountered experience: Mystery, ritual, Freemasonry in 18th century French literature." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/298788.

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The philosophers of the Enlightenment base their ideas on reason while attracting public attention on the futility of religion. The concept of the universe inherited from Antiquity is rejuvenated by contemporary sciences and, at first sight, we would think that nature governs the supernatural. A number of philosophical works, which would today be considered anthropological, deal with the customs and manners of different countries of the world, inevitably describing the religious cults and ceremonies practiced throughout the centuries. To what extent are these rituals kept, neglected or transformed in the century of Enlightenment? What is the connection between the ceremonies of Antiquity and the rituals practiced in the confined space of modern secret societies? Speculative Freemasonry, introduced to France at the beginning of the 18 th century, counts among its members a number of well-known philosophers. Do these enlightened minds, most of whom are adversaries of religion, practice the rituals based on sacred and incommunicable mysteries? These are some of the questions which this dissertation tries to answer in analyzing the philosophers' (i.e. Voltaire, Dupuis, Boulanger, Demeunier) anthropological views; the origins of Freemasonry and the ancient sacred tradition; the founding murder and the sacrificial ritual; freemasonic and initiatory symbols in Ramsay's Voyages of Cyrus (1727); Ramsay's quest and the mysteries in his Discourse (1736); Casanova's Icosameron (1788), a freemasonic utopia, hermetic allegory and symbolic fable. This dissertation attempts to demonstrate that the denial of the mystery and the supposed domination of the world by reason are only the well-known and visible aspect of the 18 th century.
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Yates, Paula. "The established church and rural elementary schooling : the Welsh dioceses 1780-1830." Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683276.

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

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

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Rundqvist, Annelie. "Til en wördad Allmänhets underrättelse : Utbildningsmarknaden i 1798 års Stockholm med omnejd med fokus på privatlärare." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123113.

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Title: Notification for a revered Public: the education market in 1798 Stockholm and its environs, with focus on private tutorsThis paper examines the education market of Stockholm and its environs in 1798 by looking at work advertisements written by men and women, as well as people looking to hire male and female teachers. The paper uses Yvonne Hirdman’s gender theory as well as Thomas Laqueur’s thoughts about the two-sex model to see whether there were differences in how men and women portray themselves in advertisements and how gender affected the     subjects offered. It also examines what different types of educational work was offered, subjects sought after by advertisers when hiring teachers, and which social groups, if any, can be ascertained through the material. Both hermeneutically influenced textual analysis as well as quantitative analysis is used as methods throughout the study.This study shows that a majority of the advertisers were men, and that a majority of women offered other kind of work besides teaching in their advertisements. Men tended to offer higher education while women mainly offered to teach French and needlework. This paper argues that men tended to use academic merits over characteristics, whereas women used a wider variety of strategies, using merits but also positive attributes, connecting their teaching to the concept of motherhood, as well as using strategies of weakness. It is argued that gender as a social construct affected what men and women taught and that the two-sex model can be seen in the material along-side the one-sex model. Keywords: Sweden, 18th century, Stockholm, education market, private tutors, gender.
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Goski, Joseph Wyllie. "Kant's School of Morals: The Challenge of Radical Evil and the Need for Moral Education in Religion within the Limits of Reason Alone." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31825.

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My aim in this thesis is to demonstrate that common interpretations of Kant’s theory of respect do not account for the motivation a subject feels to follow the moral law. A large number of interpreters focus on Kant’s early ethical works—such as the Grounding and the Critique of Practical Reason—to justify how the moral law alone motivates a subject to act rightly. However, by the time he published Religion within the Limits of Reason Alone, Kant had discovered the problem of radical evil—the fact that people tend to feel more motivated by the inclinations than by the moral law. Kant’s solution to this challenge comes in the form of moral education: the contingent practices of historical institutions (factors that are extraneous to the moral law) are required to learn respect for the law. By the end of the Religion, it will be asked whether duty for duty’s sake is ever achieved.
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Murphree, David Wayne. "James Mill and Dugald Stewart on Mind and Education." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47602.

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Late 18th Britain was experiencing the beginnings of social unrest fueled in part by the American and French Revolutions. The established two class social system was being challenged by the emergence of a middle class seeking something more than traditional agricultural work. While they subscribed to very different philosophies of mind, both Stewart and Mill saw the solution to potential social chaos in a revised educational system that would open the doors to a peaceful development of that middle class. What the new educational system should look like was a direct function of the theory of mind held by the two protagonists. Employing an enlarged Foucaultian framework, this dissertation examines the various forces at work in transforming British society as it prepares for the unanticipated forthcoming industrial revolution.
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Handa, Satoko. "Saving 'the Age of Innocence' Catholicism, Revolution and representations of childhood in France, 1762-1830 /." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508919.

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

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Martin Luther supported the development of the early German educational system on the basis of both religious and social ideals. His impact endured in the emphasis on obedience and duty to the state evident in the north German educational system throughout the early modern period and the nineteenth century. Luther taught that the state was a gift from God and that service to the state was a personal vocation. This thesis explores the extent to which a select group of nineteenth century German philosophers and historians reflect Luther's teachings. Chapters II and III provide historiography on this topic, survey Luther's view of the state and education, and demonstrate the adherence of nineteenth century German intellectuals to these goals. Chapters IV through VII examine the works respectively of Johann Gottfried Herder, Georg Wilhelm Friedrich Hegel, Leopold von Ranke, and Wilhelm Dilthey, with focus on the interest each had in the reformer's work for its religious, and social content. The common themes found in these authors' works were: the analysis of the membership of the individual in the group, the stress on the uniqueness of individual persons and cultures, the belief that familial authority, as established in the Fourth Commandment, provided the basis for state authority, the view that the state was a necessary and benevolent institution, and, finally, the rejection of revolution as a means of instigating social change. This work explains the relationship between Luther's view of the state and its interpretation by later German scholars, providing specific examples of the way in which Herder, Hegel, Ranke, and Dilthey incorporated in their writings the reformer's theory of the state. It also argues for the continued importance of Luther to later German intellectuals in the area of social and political theory.
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Casey, Shawn Thomas. "Literacy and the Social Worlds of Writing in the Scottish Atlantic: 1750-1800." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354125418.

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Books on the topic "Orphans – Education – 18th century"

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ʻAbd Allāh B. Al-Qādī Al-Ḥājj. Islamic education in 18th century "Nigeria": Tārīkh Muṣṭafā al-Torodi. Sokoto, Nigeria: Islamic Academy, 1994.

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

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

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

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

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Italy) Paolo Antonacci (Gallery : Rome. Landscapes of the Grand Tour: From the late 18th to the 19th century. Roma: Paolo Antonacci, 2011.

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Postman, Neil. Building a bridge to the 18th century: How the past can improve our future. New York: Alfred A. Knopf, 1999.

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Amsterdam, Hermitage, and Gosudarstvennyĭ Ėrmitazh (Russia), eds. Classic beauties: Artists, Italy, and the aesthetic ideals of the 18th century. Zwolle: WBOOKS, 2018.

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The education of Bet. Boston: Graphia, 2011.

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Maria Augusta de Sant'Anna Moraes. Dos primeiros tempos da saúde pública em Goiás à Faculdade de Medicina. Goiânia, GO, Brasil: Cânone Editorial, 2012.

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Book chapters on the topic "Orphans – Education – 18th century"

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

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Nieto-Galan, Agustí, and Antoni Roca-Rosell. "Scientific Education and the Crisis of the University in 18th Century Barcelona." In Universities and Science in the Early Modern Period, 273–88. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-3975-1_18.

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Seland, Idunn, Lihong Huang, Cecilia Arensmeier, Jens Bruun, and Jan Löfström. "Aims of Citizenship Education Across Nordic Countries: Comparing School Principals’ Priorities in Citizenship Education 2009–2016." In IEA Research for Education, 43–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66788-7_3.

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AbstractThe Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals’ prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA’s International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students’ critical thinking, while items concerning democratic participation are the lowest priority. While these results are similar to the international sample, the Nordic principals’ support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education.
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"17. Education and culture through the 18th century." In Historical Atlas of Central Europe, 54–56. University of Toronto Press, 2018. http://dx.doi.org/10.3138/9781487530068-022.

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"2. Language, Enlightenment and education in 18th-century Austria." In Invisibilising Austrian German, 23–46. De Gruyter, 2018. http://dx.doi.org/10.1515/9783110547047-002.

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Raeff, Marc. "Literacy, Education, and the State in 17th–18th Century Europe." In Political Ideas and Institutions in Imperial Russia, 348–59. Routledge, 2019. http://dx.doi.org/10.4324/9780429302190-21.

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Kašparová, Irena. "Homeschooling as a Barometer of State Power and Control in the Czech Republic." In Global Perspectives on Home Education in the 21st Century, 250–66. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6681-7.ch016.

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The chapter introduces homeschooling in the Czech Republic, Europe, from the perspective of an anthropologist, who herself had both observed the phenomenon scientifically, as well as practiced it with her four children. The author introduces homeschooling as an important social topic, that may be regarded as a barometer of state power and control over its citizens. The text takes the reader onto a historical journey through various regimes that have governed the country, from the dawn of compulsory schooling under the Habsburg dynasty in the 18th century, through to two World Wars, onto socialism, communism, and finally, democratic government and its various turbulences over the last 30 years. Based upon participant observation, interviews, autoethnography, and secondary sources analysis, the author shows nuances and niches of homeschooling within the state compulsory education system, its battle for recognition, inclusion, and sustainability, which is achieved not only by law itself but also by five pillars of successful homeschooling, noted at the end of the chapter.
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Truc, Jean-Paul. "Mathematical studies in the 18th century, in the work of François René de Chateaubriand." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 143–49. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.11.

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In the 17th century, the youngest son of a noble family would follow a career as an officer in the army or as a priest. It is not surprising that Viscount François René de Chateaubriand (1768-1848) decided to prepare the exam to join l’École navale (Naval Academy), at that time École des gardes de la Marine. In fact, he did not decide this by himself, but followed the steps of his father, Count René-Auguste de Chateaubriand, ship-owner, navigator, and merchant. In this article, we will explore the book Mémoires d’outre tombe, following the young Chateaubriand in different schools, such as the Collège de Dol and the Collège de Rennes. At that time, the mathematician Étienne Bézout (1730-1783) was the almighty examiner for the entrance to l’École Navale. The memories of Chateaubriand introduce us to the way the scholars of the year 1780 studied their “Bézout” to improve their mathematical level. Keywords: Naval Academy, Bézout
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Lalos, Christos. "Information Technology in/and Education." In Advances in Educational Marketing, Administration, and Leadership, 16–35. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8156-1.ch002.

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Technology is a fundamental dimension of societal change, which contributes effectively both to the evolution and to the shaping of a society through a complex interaction of cultural, economic, political, and technological producers. And, usually, the purpose of technology must be understood and defined within a multidimensional framework; it does not stop on its own, it has its own binary because of its capacity to shape its material structure, deployable and pervasive in a single space. As time passed in each of the last three centuries, a single technology prevailed: the 18th century was the era of large mechanical systems that accompanied the biomechanical revolution. The 19th century was the case of steaming, in the 20th century, the degeneration of technology with the installation of telephones, throughout the radio and television. Technological systems evolve gradually until a qualitative change occurs: a technological revolution heralds a technological example.
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Markussen, Ingrid. "154. The role of schools and education from the 16th to the end of the 18th century." In The Nordic Languages, Part 2, edited by Oskar Bandle, Kurt Braunmüller, Ernst Hakon Jahr, Allan Karker, Hans-Peter Naumann, Ulf Teleman, Lennart Elmevik, and Gun Widmark. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110197068-036.

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Conference papers on the topic "Orphans – Education – 18th century"

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

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

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

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Lucas, Ana. "ACCOUNTING EDUCATION IN PORTUGAL: FROM THE 18TH CENTURY TO AN ONLINE WORLD." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1784.

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Sun, Qianyi. "Correlating European Age of Discovery Through Asiatic Trade in 15th – 18th Century." In 7th International Conference on Economy, Management, Law and Education (EMLE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220306.020.

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Karabushenko, P. L. "Professional Elite Of The Xxi Century And Current Issues Of Education Elitology." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.141.

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Fraser, Steven, Ray Bareiss, Barry Boehm, Mark Hayes, Laura Hill, Gabby Silberman, and Dave Thomas. "Meeting the challenge of software engineering education for working professionals in the 21st century." In Companion of the 18th annual ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/949344.949405.

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Antoni, L., J. GuniS, P. GurskY, S. Horvat, S. Krajci, O. Kridlo, M. Opiela, et al. "Data Science and its position in university education within National Project IT Academy-Education for 21st Century." In 2020 18th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2020. http://dx.doi.org/10.1109/iceta51985.2020.9379237.

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Bochniarz, Zbigniew. "How Should Higher Education Respond to 21st Century Challenges? Some Practical Comments." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146094.

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Han, Xiaomei. "The Tibetan Narrative of the Missionary Desideri in the 18th Century." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.172.

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