Relevant bibliographies by topics / Orphans – Education – 19th century

Academic literature on the topic 'Orphans – Education – 19th century'

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Published: 10 March 2023

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Journal articles on the topic "Orphans – Education – 19th century"

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Avsheniuk, Nataliia, Olena Anishchenko, Kateryna Hodlevska, and Nataliya Seminikhyna. "Training to professional fulfillment: the history of women’s education in Ukraine (at the end 19th – early 20th centuries)." SHS Web of Conferences 142 (2022): 01001. http://dx.doi.org/10.1051/shsconf/202214201001.

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The article is focused on the findings of the research of women’s professional education in the context of their self-fulfillment opportunities in Ukraine at the end of 19th-beginning of the 20th century. The current state of research on pedagogical theory’s chosen topic is outlined. The peculiarities of training women in professional educational institutions of different profiles and levels were determined considering the socio-economic, socio-political events in Ukraine and specific purposes, tasks and functions, and foreign trends in women’s professional education. The government impact, charity and educational societies’ focus on women’s professional education in Ukraine has been analyzed. The main emphasis has been placed on the problem of special education for representatives of national minorities, deprived children, and orphans. The theoretical analysis of constructive ideas of women’s professional education experience of the late 19th – early 20th century in the new context of Ukraine’s socio-economic development is substantiated.
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KUCHER, Katharina, Pavel Petrovich SHCHERBININ, and Yuliya Vyacheslavovna SHCHERBININA. "THE ORTHODOX CHURCH AND THE CARE OF ORPHANS IN THE 19TH – EARLY 20TH CENTURY (ON THE MATERIALS OF THE TAMBOV EPARCHY)." Tambov University Review. Series: Humanities, no. 176 (2018): 154–64. http://dx.doi.org/10.20310/1810-0201-2018-23-176-154-164.

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The practice of social protection of orphans in the Tambov Governorate of the 19th – early 20th century through the prism of Orthodox charity and monastic charity is studied comprehensively and systematically. On the basis of a wide range of primary materials, primarily periodicals, various little-known aspects of the claimed scientific problem were studied representatively. We summarize the domestic experience of studying the system of charitable initiatives of the Orthodox clergy in provincial Russia, which had significant differences from the realities of the capital. The peculiarity of the care organizations of orphans of the spiritual estate at the regional and district level, which allows to assess the realities of social protection in the Tambov Eparchy of the chronological period, is studied. The possibilities of monastic charity and its significance in the context of charitable activities are clarified. Special consideration is given to the rules of care for orphans in monasteries in the years of peace and during the Russian-Japanese War in 1904–1905 and the First World War in 1914–1918. The main motives and incentives for charitable activities of large regional monasteries were identified, which reflected the general trends in the development of provincial society in the Russian Empire of the examined period. Conclusions are drawn about the results and experience, traditions and features of the activities of parish caregivers to support orphans at the level of the province and county, which allowed to successfully reconstruct this part of the social protection system of pre-revolutionary Russia. Attention is drawn to the importance of taking into account regional specifics and specific historical manifestations of charitable support of the Orthodox clergy, as well as the assessment of socio-cultural and ethno-religious positions of the regional society. The influence of the practice of orphans care in the monastery shelters in the period of education and training, as well as subsequent socialization is clarified. It is proved that the Orthodox clergy very rarely showed their own initiative to care for orphans in the region, but the orders of the eparchial authorities determined the ideology and practice of provincial charity through the prism of spiritual bonds and values of mercy.
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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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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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Bilavych, Halyna V., Inna M. Tkachivska, Iryna I. Rozman, Iryna Ja Didukh, Nadiya O. Fedchyshyn, Larysa Ya Fedoniuk, and Borys P. Savchuk. "VOLUNTEER MOVEMENT OF UKRAINIAN STUDENTS IN THE FIELD OF MEDICAL AID, EDUCATION, HEALTH CARE FOR CHILDREN AND ADULTS (END OF THE XIX – 30S OF THE XX CENTURY)." Wiadomości Lekarskie 75, no. 11 (2022): 2855–61. http://dx.doi.org/10.36740/wlek202211223.

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The aim is to analyze the leading directions of volunteer activity of Ukrainian students in the field of medical, social assistance, education of children, youth and adults in Galicia (end of the 19th – 30s of the 20th century). Materials and methods: The study uses a number of scientific methods: chronological, historical, specific search, content analysis – provide selection, analysis of the source base, allow to identify general trends, directions of development, achievements and gaps of the Ukrainian student movement in Galicia in the field of medical, social care, education and enlightenment of children and adults in the late XIX – 30s of the XX century; extrapolation and actualization – focus on creative thinking, adaptation and use of this historical experience under the current conditions. Conclusions: Voluntary activity of Ukrainian students (end of the 19th – 30s of the 20th century) is an interesting peculiar phenomenon not only in national, but also in European history, which has real achievements and deserves a scientific and theoretical understanding from the standpoint of today. Student volunteer experience in the field of social and medical protection of children and adults, education, cultural development, promotion of a healthy lifestyle, dissemination of sanitary and hygienic knowledge, medical counseling can be useful and instructive now, when Ukraine is fighting against the Russian aggressor. We outline the volunteer activity of students who belonged to the “Medychna hromada” society (1910-1944) as a national phenomenon of the organization of public medical care of the population of Galicia, which has no analogue in the history of Ukrainian medicine. It is primarily about a high degree of civic self-awareness, patriotism, self-sacrifice for the benefit of the Ukrainian people, the provision of medical services to low-income sections of the population, widows, orphans, disabled people, veterans of the Great War, medical care of children and youth, etc. – all this inspires modern doctors who provide assistance to soldiers of the Armed Forces of Ukraine, wounded in hospitals, internally displaced persons, etc.
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Nevzorov, Evgeniy. "Soldiers’ children as a successful project of the Russian army recruitment reserve formation in the first half of the 19th century." Tambov University Review. Series: Humanities, no. 180 (2019): 133–41. http://dx.doi.org/10.20310/1810-0201-2019-24-180-133-141.

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We describe the features of the reserve replenishment formation of the Russian army at the expense of soldiers’ children in the 19th century. We reveal the historical and legal aspects of the social and class status of the “military class” representatives descendants: soldiers’ children, recruits of soldiers’ children. Born in the recruits families and lower ranks during the service period in the Russian army, either retired, soldiers on indefinite leave and disabled veterans, the soldiers’ children had a special social and legal position in the class structure of Russian society, which are specifically regulated, as the legislative and enforcement practices in the capitals and provinces in the Russian Empire in the 19th century. The involvement of a fairly wide range of archival sources and published materials allowed to conduct the reconstruction of both the existing legal regulation and the actual social parameters of the “military offspring” in the armed forces. We also reveal the aspects of education of military cantonists in special military educational insti-tutions and similar military units (military orphan units, training battalions and companies, carabinieri regiments) reflected in the primary archival documents and legislative acts, social and legal, class and everyday conflicts and trends that determined the life and fate of “military chil-dren”. We clarify statistical errors in the calculation of the military class representatives – soldiers’ children – in the Russian province. We give a detailed historiographical study assessment of the legal status of cantonists and recruits of soldiers’ children, as well as identifying research gaps in the works of domestic and foreign historians. We made conclusions about the prospects of the sci-entific problems study by domestic historians, as well as the presence of primary archival docu-ments that need to be introduced into scientific circulation. It is proved that the category of “sol-diers’ children” was the most important component of the Russian armed forces combat capability formation, allowing to prepare a significant reserve. We also show the prospects of the cantonists transformation into professional soldiers, as well as their role in the military history of the Russian Empire in the considered chronological period.
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Koloh, Gábor. "Financial situation of Orphans and Half-orphans in Southern Transdanubia, Hungary in the 19th Century." Romanian Journal of Population Studies 15, no. 1 (November 10, 2021): 45–66. http://dx.doi.org/10.24193/rjps.2021.1.03.

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Andersson, T., U. Hogberg, and S. Åkerman. "Survival of orphans in 19th century Sweden—the importance of remarriages." Acta Paediatrica 85, no. 8 (August 1996): 981–85. http://dx.doi.org/10.1111/j.1651-2227.1996.tb14198.x.

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Radchenko, Liudmyla. "Strengthening of the political component in the antigovernment actions of students in Naddnipryanska Ukraine in the the 90’s of the 19th and the beginning of the 20th centuries." Universum Historiae et Archeologiae 2, no. 2 (October 1, 2020): 26. http://dx.doi.org/10.15421/26190202.

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The purpose of the article: to consider the process of strengthening of political requirements, the radicalization of the student movement at universities in the under Russian Ukraine. In modern literature, in our opinion, such questions as the level of schism among students, in particular, the role of the so-called “Academics”, excessive radicalism in assessing professions, the negative impact on the left of radical left parties. Methods: historical-structural, paradigmal, etc. Main results. This article is devoted to the scientific analysis of student disorders in the universities of pre-revolutionary under Russian Ukraine (St. Vladimir University in Kyiv, Novorossiysk University in Odessa, Kharkov University) during the critical period of the 90’s of the 19th and the beginning of the 20th centuries. Using the historical comparative system-structural research methods, an analysis of the evolution of student disorders was conducted during this period; the reasons for substantial changes were revealed. Comparing the students’ requirements of the 60’s when their demands were mostly connected with the academic points, protest movements even of such content became more catastrophic. For example, the Student Judicial Commission stated that it was illegal to award a scientific degree of Doctor of Chemistry to Professor I. P. Osipov, a well-known specialist of Kharkiv University on theoretical inorganic and organic chemistry (in particular, the thermo-chemistry of solution chemistry) in analytical chemistry and pharmacology, the expert on forensic expertise in cases of arsons and fakes. Similarly, the injustice a part of the students shown to Professor O. O. Einhelman (St. Vladimir University) petitioning in courts protecting rights of regular citizens, orphans and a future author of Ukraine Constitution project 1918. The third students’ congress in the beginning of 1896 firstly appeared the slogan of support for the working class. Events of February 1899 when security guards bitten students of Saint-Petersburg University became a kind of watershed after which the opportunity for effective dialogue between the authorities and students narrowed to the limit. Reasons for the rise of radicalism today are known domination of atheistic worldview of the most part of student youth, promotion of left parties, belief in socialism, as a panacea youth minimalism and intolerance to evolutionary politics falling family influence lack of an effective education system in universities. The Rules for students of 1895 forbidden student reading houses, kitchenettes, holding theatrical performances, balls. There were illegal public speeches, fraternity, cash fees, lithographic content of lectures without the permission of professors, etc. It was allowed to create a student’s family as an exception since May 18, 1898, but only with the consent of the director of educational establishment or rector. On the other hand system of material assistance to a poor student was operating; scholarship funds; practice; exemption from payment for studies; dormitories were built. These benefits were denied to Jew students that often made them the most active protesters. The Academic Council of Kharkiv University believed that the students’ disorders were due to the lack of a university professorial disciplinary court, which had disconnected from professors. Mention that after the assassination by student Karpovich the Minister of Education Bogolepov the government made concessions by adopting on December 22, 1901, “Provisional rules for the organization of student institutions in higher educational institutions”. Then on August 24, 1902, the provisional rules were approved for the activities of the professorial disciplinary court, which worked closely. Well, the influence of radical parties of students’ disbelief in the evolutionary principle of the development of disunity of “academics”, so called students who did not want to participate in disorders led to a new round of rebels. Thus, by the beginning of 1905, the students became a “flammable material” that took an active part in the revolutionary events of the beginning of the XX century. The practical significance of the article lies in the possibility of its use in the preparation of historical and pedagogical manuals. A certain originality is the widespread use of archival sources. Scientific novelty. For the first time, concrete examples show the mosaic complexity of student speeches, including those overly radical and largely deeply erroneous decisions that can be explained not only by the inexperience of young people, but also by the peculiarities of the then social and political situation. Type of article: descriptive-analytical.
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Ivanov, Konstantin. "When People Become Instruments: Using Soldiersʼ Sons in the Topographic Surveys in the Russian Empire." Voprosy istorii estestvoznaniia i tekhniki 43, no. 2 (2022): 273. http://dx.doi.org/10.31857/s020596060020602-4.

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In 1916, right after the end of the Napoleonic Wars, an Imperial order was issued to begin working on a new map of the Russian Empire, based on the exact mathematical principles. The Vilno Governorate was selected as a testing ground and colonel K. I. Tenner was put in charge of the survey. To increase map precision, it was intended to carry out triangulation first and then to conduct a topographic survey based on this triangulation. However, while triangulation could be successfully performed by a small number of officers, a topographic survey demanded a significant number of participants who were lacking. Tenner suggested using as surveyors the ablest soldiers’ sons, students of military orphan schools (cantonists). This initiative was rather doubtful from the standpoint of anthropological criteria for being capable of producing reliable knowledge. The epistemological regime of the early 19th century demanded a cautious attitude to evidence produced by children, servants, the sick and the insane. Nevertheless, the experiment proposed and carried out by Tenner was deemed successful. Three years later, the Corps of Topographical Surveyors was organized where practices that enabled making a disciplined and reliable surveyor out of an uneducated and low-born soldier’s son became institutionally implemented. The article analyzes how the conditions formed for according a legal status to the topographic knowledge generated by hundreds of poorly educated adolescents. Particular attention is given to the development of the Regulation on the Corps of Topographical Surveyors, practical application of the rules for the organization of education in this institution, and to how the criteria and procedures were developed that enabled turning half-educated soldiers’ sons into competent surveyors who became instrumental in many civil projects and military operations.
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Dissertations / Theses on the topic "Orphans – Education – 19th century"

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Floyd, William David. "Orphans of British fiction, 1880-1911." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3601.

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Orphans of British Fiction, 1880-1911 Abstract William David Floyd Orphans of British Fiction, 1880-1911 focuses on the depiction of orphans in genre fiction of the Victorian fin-de-siecle. The overwhelming majority of criticism focusing on orphans centers particularly on the form as an early- to middle-century convention, primarily found in realist and domestic works; in effect, the non-traditional, aberrant, at times Gothic orphan of the fin-de-siecle has been largely overlooked, if not denied outright. This oversight has given rise to the need for a study of this potent cultural figure as it pertains to preoccupations characteristic of the turn of the century. The term “orphan” may typically elicit images of the Dickensian type, such as Oliver Twist, the homeless waif with no family or fortune with which he or she may discern identity and totality of self. The earlier-century portrayals of orphanhood that produced this stereotype dealt almost exclusively with issues arising from industrialization, such as class affiliation, economic disparity and social reform and were often informed by the cult of the ideal Victorian family. Beginning with an overview of orphanhood as presented in earlier fiction of the long nineteenth century, including its metaphorical import and the conventions associated with it, Orphans of British Literature, 1880-1911 goes on to examine the notable variance in literary orphans in genre fiction at the turn of the century. Indicators of the zeitgeist of modernism’s advent, turn-of-the-century orphans functioned as registers of burgeoning cultural anxieties particular to the fin-de-siecle, such as sexual ambiguity, moral and physical degeneration and concerns about the imperial enterprise. Furthermore, toward the century’s end, the notion of the ideal family fell under suspicion and was even criticized as limiting and oppressive rather than reliable and inclusive, casting into doubt the institution to which the orphan historically aspired and through which the orphan state was typically rectified. As a result, in contrast to the sentimental street urchin of early and middle century fiction, fin-de-siecle orphans are often unsettling, irresolute, even monstrous and violent figures.
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Nover, Stephen Michael. "History of language planning in deaf education: The 19th century." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284155.

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This dissertation documents historical patterns of language planning activities in American deaf education during the 19th century from a sociolinguistic perspective. This comprehensive study begins in the early 1800s, prior to the opening of the first public school for the deaf in Connecticut, tracing and categorizing available literature related to the language of signs and English as the languages of instruction for the deaf through 1900. Borg and Gall's (1989) historical research methodology was employed to ensure that a consistent historical approach was maintained based upon adequate and/or primary references whenever possible. Utilizing Cooper's (1989) language planning framework, each article in this extensive historical collection was categorized according to one of three major types of language planning activities: status planning (SP), acquisition planning (AP), or corpus planning (CP). Until this time, a comprehensive study of this nature has never been pursued in the field of deaf education. As a result, language planning patterns were discovered and a number of myths based upon inaccurate historical evidence that have long misguided educators of the deaf as well as the Deaf community were revealed. More specifically, these myths are related to the belief that 19th century linguistic analysis and scientific descriptions of the language of signs were nonexistent, and that 19th century literature related to the role, use and structure of the language of signs in education was extremely limited. Additionally this study discovered myths related to the status and use of sign language in this country, the history of deaf education programs, the growth and development of oralism and its impact upon existing programs for the deaf and the employment of deaf teachers. It was also revealed that several terms used in the 19th century have been misinterpreted by educational practitioners today who mistakenly believe they are using strategies that were developed long ago. Therefore, this study attempts to 'correct the record' by using primary sources to bring to light a new understanding of the history of deaf education from a language planning perspective.
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Risko, Sharon Marie. "19th Century Sea Shanties: From the Capstan to the Classroom." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1439294062.

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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Berstler, Wade. "Historians of 19th Century Baseball| Exploring Their Experiences Regarding Their Avocation." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300320.

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The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.

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Drummond, Anne (Anne Margaret). "From autonomous academy to public "high school" : Quebec English Protestant education, 1829-1889." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65546.

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Bailey, Lucy E. "The absent presence of whiteness in 19th century didactic texts : Julia McNair Wright's 'Hidden curriculum'." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1258730573.

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Cochrane, Michelle L. "Educational Opportunities Available for Women in Antebellum Texas." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5383/.

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The matter of formal education for women in the antebellum South raises many questions, especially for the frontier state of Texas. Were there schools for young women in antebellum Texas? If so, did these schools emphasize academic or ornamental subjects? Did only women from wealthy families attend? This study answered these questions by examining educational opportunities in five antebellum Texas counties. Utilizing newspapers, probate records, tax records, and the federal census, it identified schools for girls in all of the counties and found that those schools offered academic as well as ornamental subjects. Almost all of the girls who attended those schools came from privileged families. Schools were available for young women in antebellum Texas, but generally only those from wealthy families were able to attend.
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Wong, Eng Lan. "Women, equality and education in Singapore from the 19th century to the present day." Thesis, University of Bath, 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370995.

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Smith, Elisabeth Margaret. "To walk upon the grass : the impact of the University of St Andrews' Lady Literate in Arts, 1877-1892." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5570.

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In 1877 the University of St Andrews initiated a unique qualification, the Lady Literate in Arts, which came into existence initially as the LA, the Literate in Arts, a higher certificate available to women only. Awarded by examination but as a result of a programme of distance learning, it was conceived and explicitly promoted as a degree-level qualification at a time when women had no access to matriculation at Scottish universities and little anywhere in the United Kingdom. From small beginnings it expanded both in numbers of candidates and in spread of subjects and it lasted until the early 1930s by which time over 36,000 examinations had been taken and more than 5,000 women had completed the course. The scheme had emerged in response to various needs and external pressures which shaped its character. The purpose of this thesis is to assess the nature and achievements of the LLA in its first fifteen years and to establish its place within the wider movement for female equality of status and opportunity which developed in the later decades of the nineteenth century. The conditions under which the university introduced the LLA, its reasons for doing so, the nature of the qualification, its progress and development in the years before 1892 when women were admitted to Scottish universities as undergraduates and the consequences for the university itself are all examined in detail. The geographical and social origins and the educational backgrounds of the candidates themselves are analysed along with their age structure, their uptake of LLA subjects and the completion rates for the award. All of these are considered against the background of the students' later careers and life experiences. This thesis aims to discover the extent to which the LLA was influential in shaping the lives of its participants and in advancing the broader case for female higher education. It seeks to establish for the first time the contribution that St Andrews LLA women made to society at large and to the wider movement for female emancipation.
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Books on the topic "Orphans – Education – 19th century"

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The education of Bet. Boston: Graphia, 2011.

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Roos, Merethe. International Impact on 19th Century Norwegian Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0.

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Women's higher education in the 19th century. New Delhi: Concept Pub. Co., 2000.

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Nehru Memorial Museum and Library. Centre for Contemporary Studies., ed. British educational policy in the 19th century India: A nationalist critique. New Delhi: Centre for Contemporary Studies, Nehru Memorial Museum and Library, 1997.

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Under a regional shadow: Colonial education policy in 19th Century Orissa. Kolkata: Progressive Publishers, 2008.

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

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Classical humanism and the challenge of modernity: Debates on classical education in 19th-century Germany. Berlin: De Gruyter, 2015.

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Granfors, Mark W. Professional passages: Caste, class and education in the 19th century legal profession. Chicago: American Bar Foundation, 1987.

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Biographical sources of the 19th century pioneers of the American women's education. Tokyo: Edition Synapse, 2006.

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Granfors, Michael W. Professional passages: Caste, class and education in the 19th century legal profession. Chicago, IL: American Bar Foundation, 1987.

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Book chapters on the topic "Orphans – Education – 19th century"

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Roos, Merethe. "Hartvig Nissen and Educational Development in Norway. A Public Enlightener and a Political Strategist." In International Impact on 19th Century Norwegian Education, 21–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_3.

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Roos, Merethe. "Conclusion." In International Impact on 19th Century Norwegian Education, 133–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_8.

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Roos, Merethe. "The 1860s: The School Acts." In International Impact on 19th Century Norwegian Education, 119–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_7.

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Roos, Merethe. "1850s: The Official Travels Abroad." In International Impact on 19th Century Norwegian Education, 83–118. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_6.

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Roos, Merethe. "1840s: The Theoretical Foundation." In International Impact on 19th Century Norwegian Education, 61–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_5.

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Roos, Merethe. "The Following Parts and Chapters." In International Impact on 19th Century Norwegian Education, 13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_2.

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Roos, Merethe. "An Introduction to Nordic Lutheran Identity, School and Education in Nineteenth-Century Norway." In International Impact on 19th Century Norwegian Education, 3–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_1.

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Roos, Merethe. "Creating Scandinavian Networks: Exposed to International Impulses." In International Impact on 19th Century Norwegian Education, 31–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_4.

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Pring, Richard. "Developing pattern and meaning of education from early 19th century." In Education, Social Reform and Philosophical Development, 5–18. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003131731-3.

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Zhou, Yunming, and Xunzhi Zhu. "Clues to the Development of 19th Century Mathematics Based on Data Statistics." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 193–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23345-6_37.

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Conference papers on the topic "Orphans – Education – 19th century"

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Wiyanarti, Erlina. "Labor Transformation in Javanese Society in the 19th – Century." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007096502640268.

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Wei, Pang. "American Landscape Art Trend in the Early 19th Century." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.127.

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Ibragimov, Movsur Muslievich. "Development Of Muslim Education In Chechnya In The 19th Century." In The International Conference «Social and Cultural Transformations in the Context of Modern Globalism». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.11.39.

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

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Kaname, Mariko. "Considering the Drawing Education for Children during the 19th Century to the 20th Century in England." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-30.

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Samoilă, Magda-Elena. "Romanian Women’s Education And Social Activism At The End Of 19th Century." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.103.

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"CSEET 2006 Workshop Preliminary Announcement "21st Century IV&V Education and Training"." In 2006 19th Conference on Software Engineering Education & Training. IEEE, 2006. http://dx.doi.org/10.1109/cseet.2006.13.

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Killgore, Mark W. "Civil Engineering Undergraduate Education from the 19th Century Forward—The Experiment Continues." In World Environmental and Water Resources Congress 2016. Reston, VA: American Society of Civil Engineers, 2016. http://dx.doi.org/10.1061/9780784479841.012.

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Lukas, Mirko. "FAMILY EDUCATION OF THE CROATIANS AT THE END OF THE 19TH CENTURY." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.044.

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Yurgeneva, Alexandra. "Attributes of a Model in 19th Century Portrait Photography: Typical and Individual." In The 5th International Conference on Art Studies: Research, Experience, Education (ICASSEE 2021). Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789048557240/icassee.2021.022.

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Reports on the topic "Orphans – Education – 19th century"

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

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