Academic literature on the topic 'Secondary Victoria History 19th century'
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Journal articles on the topic "Secondary Victoria History 19th century"
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Zillman, John. "Von Neumayer’s place in history a century on: closing remarks at the anniversary symposium." Proceedings of the Royal Society of Victoria 123, no. 1 (2011): 123. http://dx.doi.org/10.1071/rs11123.
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The Georg von Neumayer Anniversary Symposium held at the Royal Society of Victoria Hall in Melbourne on 27–30 May 2009 brought together a wide range of perspectives on the life, times and scientific achievements of one of the most remarkable figures of 19th Century Australian, German and polar science.
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Albisetti, J. C. "Secondary Schools and Social Structure in 19th Century Germany." Journal of Social History 28, no. 4 (June 1, 1995): 877–82. http://dx.doi.org/10.1353/jsh/28.4.877.
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Branagan, D. "Alfred Selwyn - 19th Century Trans-Atlantic Connections Via Australia." Earth Sciences History 9, no. 2 (January 1, 1990): 143–57. http://dx.doi.org/10.17704/eshi.9.2.p1x636x7w8r1v2qp.
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The contributions of A.R.C. Selwyn to geological science were considerable, and possibly unique in the 19th century, as they spanned three continents in a career lasting more than 50 years. In particular Selwyn is rightly regarded as establishing geology as a profession in Australia, both by his own high quality mapping, and by the training of a number of talented young men in his Geological Survey of Victoria (1852-1868). In Canada he pursued the same high standards when appointed as Director of the Geological Survey at a time when the Dominion had just become greatly enlarged. A strong supporter of his staff, Selwyn engaged in a controversy with U.S. geologists about Precambrian and Lower Palaeozoic stratigraphy, maintaining that Canadian field evidence provided the key which negated the U.S. stand. Selwyn maintained links with the colleagues of his early years in the British Geological Survey (1845-1852) during his long career, keeping in touch with new ideas in Europe and informing his friends about the results of Australian and Canadian geological research.
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Valentine, Patrick. "School Libraries in 19th Century North Carolina, 1800-1876:." North Carolina Libraries 68, no. 1 (July 19, 2010): 6. http://dx.doi.org/10.3776/ncl.v68i1.302.
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The history of school libraries in the nineteenth century has rarely been explored. This article uses a variety of original and secondary sources to explore school libraries in North Carolina during a formative period of the state's history while also situating this history in terms of national library development.
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Lilly, Iwona. "Dear Mother Victoria." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 32 (March 15, 2021): 213–26. http://dx.doi.org/10.14746/ikps.2021.32.11.
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Motherhood is by many, especially women, one of the greatest experiences in life. The ultimate goal that women, if not all than many, should achieve. Nowadays, we are flooded with help books, websites, guides that lead us through pregnancy and then assist us during the first months of our new born baby. This blessed state seems to be cherished now above all, however, this view was not always the same. Throughout history we can see many women for whom maternity was not meant to be and still they were able to fulfil their life-time goals devoting themselves to other areas of life. For some, maternity was rather a political aspect that would secure the future of the nation. In my article I will focus on the aspect of motherhood through the eyes of Queen Victoria for whom, indeed, maternity was rather an unwelcomed addition to her royal life. I will discuss her own rigid upbringing which can help to understand her later attitude towards her own children. The trend, where there were no proper roles ascribed to parents in terms of their influence on their children, was predominant in the 19th century and based on this we can see how important it was for character creation
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Caramelea, Ramona. "Public Examinations in Romanian Secondary Schools at the End of the 19th Century and the Beginning of the 20th Century." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 31–52. http://dx.doi.org/10.37710/plural.v9i1_3.
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The article offers an historical perspective on examination in public secondary schools at the end of the 19th century and the beginning of the 20th century – a period of maximum expansion of secondary education. The first part of the article focuses on the institutionalization and formalization of examination practices, while the second one discusses the shaping of the examination as a topic, following the discourses produced by different social actors. In the second half of the 19th century, the school was perceived as an instrument for social mobility based on the meritocratic ideal and as an element of national and state building, being given the role of inoculating a national identity. Within this socio-educational context, secondary schools represent the recruitment pool of the administrative elite and ensure the acquisition of cultural capital necessary for accessing various positions, all these aspects shaping the social functions of exams. The documentary analysis based on archival sources revealed a nuanced social perspective, in which the teaching staff and the parents give new meanings to the concept of examination and design new functions for exams.
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Willis, Frances. "Innovative cover design: an exploration of 19th- and early 20th-century publishers’ cloth bindings designs." Art Libraries Journal 38, no. 1 (2013): 5–11. http://dx.doi.org/10.1017/s0307472200017818.
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The Victoria and Albert Museum’s Renier Collection of Children’s Books provides a rich resource for research into book production as well as social history. Publishers’ cloth bindings have developed in a visually vibrant way that provides clues to the production dates of the books, as well as encouraging reflections on how they were marketed across the Victorian era and early 20th century. Questions also arise, such as, what was the relationship between the reader and cover? How did the cover designs reflect the times in which they were created? And, how different are our paperback era designs to those of the period when cloth was used?
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Magyar, John J. "Debunking Millar v. Taylor: The History of the Prohibition of Legislative History." Statute Law Review 41, no. 1 (August 29, 2018): 32–58. http://dx.doi.org/10.1093/slr/hmy018.
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Abstract The generally accepted belief about the rule prohibiting recourse to legislative history as an aid to statutory interpretation is that it began in the case of Millar v.Taylor in 1769, and it was followed thereafter in England and throughout the United States through to the 20th century. However, all four judges on the panel in Millar v.Taylor considered evidence from the Journal of the House of Commons and changes made to the relevant bill in their opinions. Meanwhile, the case was widely cited for several substantive and procedural matters throughout the 19th century, but it was not cited by a judge as a precedent for the rule against legislative history until 1887. A careful examination of the relevant cases and secondary literature from the 18th and 19th centuries reveals a much more nuanced and complex history to the rule. Its emergence becomes less clear because it is shrouded in judicial silence. Its beginnings must be inferred from a general and often unarticulated principle that lawyers felt free to disregard. Furthermore, the development, refinement, and decline of the rule followed a different timeline in England, the US federal courts and the state courts.
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Rivera Gómez, Elva. "Knowledge transgressors: the incursion of women to science in Mexico, 19th-20th centuries." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 004. http://dx.doi.org/10.3989/chdj.2019.004.
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The influence of feminist thought has been very important in the field of history, as it has revealed the invisibility of women in this disciplinary field, besides of studying power relations and their effects on the daily, private and public life in which both women and men are involved. Access to education, first primary, then secondary and later higher in Mexico, spanned for a period of more than a century. In some of the regions, the presence of women in higher education was in the last third of the nineteenth century in areas considered feminine, such as midwifery, nursing and others. Careers are recorded in the 20th century. In this paper we propose to review the historiography and history of women who entered the different fields of knowledge at the end of the 19th century and in the first half of the 20th century, as well as to present a panorama of the educational spaces to which the Mexican women had access.
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MITSKOVA, Maria. "BULGARIAN VERNACULAR ACCENT PECULIARITIES IN DIALECTOLOGICAL DESCRIPTIONS FROM THE NATIONAL REVIVAL PERIOD." Ezikov Svyat volume 19 issue 1, ezs.swu.v19i1 (March 1, 2021): 56–65. http://dx.doi.org/10.37708/bf.swu.v19i1.6.
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The following article examines the accentual peculiarities in the Bulgarian vernacular from the second and third quarters of the 19th century as described in the dialectological publications from the same period. Bulgarian 19th-century writers go beyond the field area of recognizing and analyzing the phonetic nature of the Bulgarian dynamic accent and its effect on vowels and comment on a number of phonetic processes and phenomena, regarded as a result of the functioning of the word stress. They discuss the reduction of unstressed vowels in Eastern Bulgarian dialects, set out the Yat rule, and draw attention to the connection between Yat mutation and word stress. In their publications a number of accentual peculiarities are revealed, such as: the fixed secondary and tertiary stress in some Southwestern Bulgarian dialects, shifting the stress from the root syllable to the flexion in the definite forms of disyllabic words – a special phonetic feature in the mass of Southwestern and Rup Bulgarian dialects. In their attempts to present the diversity of the spoken language and to conceptualize it as a cultural value and a linguistic source, they present hundreds of examples which visualize the variety of local pronunciations, as well as the word-stock of the entire Bulgarian language. Their work is a valuable contribution both to the history of the Bulgarian vernacular and to the history of the Bulgarian dialectology from the 19th century.
Dissertations / Theses on the topic "Secondary Victoria History 19th century"
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Chen, Shuangli, and 陳霜麗. "Cultivating new ryōsai kenbo : St. Agnes' School in the Meiji period." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209473.
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This thesis examines the contribution and influence that American Protestant missionary girls’ schools had on Japanese women’s education during the Meiji period. Between 1868 and 1912, over thirty missionary girls’ schools were established. These schools had the primary aim of introducing Christianity to Japanese female students. However, at the same time, they provided young women with opportunities for schooling outside of their families and played a pioneering role in promoting “Western enlightenment” inside and outside the classrooms. Set against the backdrop of Japan’s modernization efforts, this thesis uses as a case study St. Agnes’ School (Heian Jogakkō), one of the oldest missionary girls’ schools in the Kansai region, to consider how it cultivated new middle-class women through its education.
Under the slogan of ryōsai kenbo (good wife, wise mother), the Japanese government introduced primary school education for girls as a part of its initiative to build a modern nation. The government considered the home women’s proper sphere and showed little interest in developing women’s secondary and higher education in the first two decades. Therefore it was private schools including missionary girls’ schools like St. Agnes’ that stepped in and filled the void for secondary education. Furthermore, the school introduced advanced courses such as bungaku bu (Arts Division) and kasei bu (Home Economics Division) in 1895. The aim of bungaku bu was to cultivate women who could engage in work for the public benefit.
St. Agnes’ School was established by the Episcopal Church of the United States of America in 1875 in Osaka and later moved to Kyoto in 1895. The thesis explores the academics and practical skills St. Agnes’ taught in its classrooms, chapel, and dormitory. These included English language, Bible classes, science, physical training, and domestic science, including skills such as needlework and the concept of hygiene, which were considered important for American middle-class women. In addition, the school presented regulations on girl students’ decorum, provided a mentoring relationship between missionaries and students, and encouraged girl students to participate in charity and volunteer work such as raising funds for the poor, orphans, and disaster victims.
By using historical documents, including the letters of American Episcopal missionaries and students’ letters and essays in from the archives of St. Agnes’ School, the thesis argues that missionary girls’ schools like St. Agnes’ School cultivated new ryōsai kenbo and ultimately new middle-class womanhood. It presents a case study of its two star graduates: Ukita Fuku, a scholarship recipient who later became a teacher at her alma mater; and Izumi Sonoko, who successfully developed American cookie-baking skills into a family business and became one of the most successful businesswomen and philanthropists of her time. Through their missionary school education, they acted as new middle-class women who engaged in “socially sanctioned activities” such as teaching and charity services in the social sphere. The education helped to construct new norms for middle-class women who worked in both domestic and social spheres in modern Japan.published_or_final_version
Modern Languages and Cultures
Doctoral
Doctor of Philosophy
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
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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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Pirotte-Bourgeois, Marie-Louise. "La lente émergence de l'enseignement secondaire laïque pour filles en Belgique (1864-1934)." Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212661.
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Turpin, Pamela C. "A comparative analysis of reforms in organizing curricula and methods of secondary science instruction in the United States during the last decades of the nineteenth and twentieth centuries." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10032007-171651/.
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Howes, Sigi. "Tot Nut van het Algemeen' School, Cape Town 1804-1870 : case study of a Cape school's response to political and philosophical changes in the 19th century." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53775.
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Thesis (MEd)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The name of the School 'Tot Nut van het Algemeen' appears often in the literature on early Cape education. It is described as an institution of excellence that boasts many famous pupils such as President Jan Brand, Ds JH Neethling and 'Onze Jan' Hendrik Hofmeyr. In this study I explore how the School managed to adapt to political, social and philosophical changes to survive for 70 years. I do this through telling the narrative of its existence and functioning, and investigate the vexing question as to why it was forced to close in 1870. The research document consists of 9 chapters. The introductory chapter provides the orientation for the study. It is followed by a chapter dealing with the factors that led to the establishment of the School, taking into account events both overseas and at the Cape. Chapter 3 focuses on the British occupation of the Cape, with special emphasis on the Anglicisation of schools and the reaction of the colonists to this change of circumstance. Chapter 4 describes the School's activities from 1832, covering among other aspects, its reopening, curriculum and funding. The School's link with the South African College is also explored. In Chapter 5, I discuss the education policies that shaped the School, as well as the ideals of liberalism and democracy in as far as the School practiced them. Chapter 6 deals with the closing of the School, and I offer various reasons for this. In chapter 7, I present cameos of some of the influential teachers, while the School's legacy to Cape society is examined in Chapter 8. The study concludes with a reflection that draws these facts into an integrated view and highlights pertinent insights into the 'Tot Nut' as a worthy institution in the light of the findings revealed in this research.
AFRIKAANSE OPSOMMING: Die naam van die skool 'Tot Nut van het Algemeen' verskyn dikwels in die literatuur oor vroeë onderwys aan die Kaap. Dit word as 'n puik instansie beskryf, met menige bekende oudleerlinge soos President Jan Brand, Ds JH Neethling en 'Onze Jan' Hendrik Hofmeyr. In hierdie studie ondersoek ek hoe die Skool by verskeie politiese, sosiale en filosofiese veranderinge aangepas het om sodoende 70 jaar te kon oorleef. Dit doen ek deur die Skool se bestaan en funksionering te beskryf, en ek spreek die frustrerende kwessie aan waarom dit in 1870 gedwing is om te sluit. Die navorsingsverslag bestaan uit 9 hoofstukke. Die inleiding behels die oriëntasie ten opsigte van die studie. Dit word gevolg deur 'n hoofstuk wat handeloor die faktore wat tot die ontstaan van die Skool gelei het, waar daar na gebeure oorsee sowel as aan die Kaap, gekyk word. Hoofstuk 3 fokus op die Britse besetting, veralop die Anglisasie van die skole en die , koloniste se reaksie daarop. Hoofstuk 4 beskryf die Skool se aktiwiteite vanaf 1832, onder andere sy heropening, die kurrikulum en bevondsing. Die Skool se verwantskap met die Suid- Afrikaanse Kollege word ook bespreek. In Hoofstuk 5 ondersoek ek die opvoedingsbeleid wat die Skool beïnvloed het, asook die ideale van liberalisme en demokrasie in so ver die Skool dit beoefen het. Hoofstuk 6 handeloor die sluiting van die Skool en ek bied verskeie redes daarvoor aan. In Hoofstuk 7 bestaan uit sketse van die vernaamste onderwyspersoneel, terwyl die Skool se bydrae tot die Kaapse samelewing in Hoofstuk 8 voorgelê word. Die studie word afgerond met 'n terugblik wat hierdie feite in 'n integreerde perspektief oor die 'Tot Nut' bymekaar bring en, in die lig van die bevindings wat in hierdie navorsing blootgelê is, kan dit as 'n waardige instansie beskou word.
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Toledo, Maria Aparecida Leopoldino Tursi. "A disciplina de história no Paraná: os compêndios de história e a história ensinada (1876-1905)." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/10464.
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The present study investigates History as a school subject in the state of Parana. In order to keep track of the birth and development of the subject, a historical research was conducted based on debates about school education during the time when Parana had its status changed from 5th Judicial District of São Paulo to an independent Province. The selected bibliography led the investigation to the State School of Parana. The school was founded in 1846, by São Paulo State Law n. 33, under the name of Liceu de Curitiba, initially, an institution of high school education. It was only in 1858, though, after Parana was already a Province, that the school was effectively recognized as an institution of regular education, with proper locality. Also, 1858 was the year when History and Geography were created as school subjects at the Liceu. However, due to lack of students enrolled in History classes, the subject could not be legitimized at the time. In fact, the only subjects offered were French, Latin and Mathematics, until 1869, when the school was closed and the teachers and students were then transferred to a subventionary school, Nossa Senhora da Luz. During the subvention period, which lasted a year, there was still a lack of students to attend History classes. Actually, effective records of the subject being taught date back to 1876, when Liceu de Curitiba definitely stopped existing, and the Preparatory Institute and the Normal School (for teacher development at secondary level) were created. Because this event marked the History of Education in Parana in a significant way, this study examined the course of the above mentioned institution from its creation in 1876 until 1905. Thus, the focus is on how the school subject (History) appears in relation to the objectives of secondary education during the transition period from the imperial society to the Brazilian republic, during its creation and the long process prior to becoming a school subject at the Preparatory Institute and the Normal School (with the Republic advent this institution was further named Parana Gymnasium high education from 5th to 8th grades and Normal School). Therefore, understanding the objectives that defined History as a school subject in the state of Parana, which happened from 1876 to 1905, was the ultimate aim of the present research.
O propósito fundamental desta pesquisa concentra-se na investigação da História como disciplina escolar no Estado do Paraná. Trata-se de uma pesquisa histórica que busca acompanhar a constituição desta disciplina, no interior dos debates sobre a educação escolar no momento em que o Paraná deixa de ser 5a Comarca de São Paulo para tornar-se uma Província independente. Ao cercar o objeto de investigação, as bibliografias utilizadas levaram a investigação ao atual Colégio Estadual do Paraná. Antiga instituição de ensino secundário paranaense, foi criada pela Lei paulista sob nº.33, em 1846, como Liceu de Curitiba, mas só efetivou-se como ensino regular e localidade própria em 1858, momento posterior à criação da Província do Paraná. 1858 é também a data da criação da cadeira de História e Geografia do Liceu. No entanto, por falta de alunos matriculados na cadeira, a disciplina de História não se legitimou no período de vigência do Liceu. Em verdade, este só contou com as cadeiras de Francês, Latim e Matemáticas, pelo período de 1858 a 1869, quando o Liceu é extinto e os professores e alunos passaram a lecionar e cursar o secundário no Colégio subvencionado Nossa Senhora da Luz. No período de subvenção, que durou um ano, a cadeira de História também não foi freqüentada. Sua história começa, efetivamente, em 1876 quando se extingue definitivamente o Liceu e se implanta o Instituto de Preparatórios e Escola Normal. Por se tratar de uma instituição que marca significativamente a História da Educação paranaense, a pesquisa sobre a disciplina de História no Estado atrelou-se ao trajeto assumido por essa instituição no período de 1876 a 1905. Nesse sentido, verifica-se como a História aparece identificada às finalidades do ensino secundário no período de transição da sociedade imperial para a república brasileira, na criação e seu longo processo de constituição como disciplina escolar no Instituto de Preparatórios e Escola Normal que, com o advento da República, passou a denominar-se Ginásio Paranaense e Escola Normal. Vasculhar os objetivos que a definiram no período de sua constituição, em 1876 até o ano de 1905, momento importante para a história da disciplina no Paraná, foi o intento deste trabalho.
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Bermúdez, Abellán José. "Génesis y evolución del Dibujo como disciplina básica en la segunda Enseñanza." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/11074.
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Este trabajo indaga en los antecedentes,orígen y evolución de la enseñanza del Dibujo desde que aparece como disciplina escolar a partir del modelo educativo liberal en 1836 hasta 1936. La primera parte de este estudio, que abarca cien años, analiza el proceso de evolución y consolidación de esta materia como disciplina escolar y cómo adquiere un caracter propio y alcanza la consideración necesaria para formar parte del curriculo de forma permanente. En este proceso de configuración intervienen de forma directa las orientaciones ideológicas de los diferentes gobiernos, el pensamiento pedagógico ilustrado, el desarrollo industrial y la I.L.E. En esta parte se investigan, asímismo, los manuales escolares ya que intervienen de forma directa en la definición del carácter, el objeto y los fines de la enseñanza del Dibujo, así como su actualización científica.La segunda parte de este trabajo se ocupa de los catedráticos de Dibujo de Segunda Enseñanza, pues también ellos intervienen de forma directa en la configuración de la asignatura, al ser ellos quienes escribían los libros de texto, redactaban los temarios y formaban los tribunales de oposición. Indagando, también, en su formación, en las pruebas selectivas que debían superar, en el desarrollo de las mismas y en los programas y memorias que aportaban. Ocupándonos, por último, de la relación de estos profesionales con la sociedad de su época y su intervención en numerosas actividades culturales y artísticas.This essay deals with the background, origins and evolution of the teaching of Drawing since it appeared as a school subject within the liberal educational model in 1836 until 1936. The first part of this essay, which embraces one hundred years, analyses the process of development and consolidation of this discipline as a school subject, and how it gains independence and acquires the necessary consideration to form part of the curriculum in a permanent way. In this process of configuration, there is a direct influence from the ideological orientations of the different governments, from the enlightened pedagogical thinking, from the industrial development and the I.L.E.( Liberal Teaching Institution). Schools materials (books, resources.) are also analysed in this part, because they have a direct influence on the definition of the character, the object and the aims of the teaching of Drawing, as well as on its scientific update. The second part of this essay deals with the grammar-school teachers("catedráticos") of Drawing in Secondary Education ("Bachillerato"), since they also have a direct influence on the configuration of the subject, because they are the ones who wrote the textbooks, designed the curricula and formed the board of examiners for public competitions. Here we also analyse their training, the selection tests that they had to pass as well as the way they were developed, the programming and the reports they provided. Finally, we have also studied the relationship between these professionals and the society of their time, as well as their influence on so many cultural and artistic activities.
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Wood, Malcolm Robert. "Presbyterians in colonial Victoria." Phd thesis, 2005. http://hdl.handle.net/1885/146405.
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Roberts, Phillip. "A Rose by any other name : historical epidemiology in late colonial and early modern Victoria (1853-c.1930)." Phd thesis, 2013. http://hdl.handle.net/1885/150611.
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This thesis contains an examination of infectious disease and its socio-economic relationship with the Victorian population during the colonial and early modern eras (1853 to c.1930) (the study period). This involved interpreting some now obsolete diagnoses, studying disease natural history and engaging in the debate surrounding the decline in mortality rates in the nineteenth century. The study period has proved to be an extremely good model in which to test the effects of various social and economic variables on health at a population level. The Gold Rush of the early 1850s and the resulting waves of boom and bust changed the population demography, economic development, and social diversification and stratification. This will be demonstrated to have had an effect on population health both at the state and local levels. Disease exposure and disease susceptibility were observed to vary substantially over the study period for typhoid and whooping cough: typhoid mortality shifts dramatically from children and older adults before 1870, to young adults after 1870, which is indicative of a change in disease exposure patterns with the urbanisation of the colony; whooping cough mortality patterns reduce in some groups compared to others, indicative of changing susceptibility to the disease. These examples highlight the heterogeneity of factors affecting disease causation for different infectious diseases and therefore the specificity of information that can be drawn from observations of changing disease patterns. It was shown that variation in the natural history of disease also occurred. For Group A streptococcal infections, a scarlet fever epidemic cycle was observed until 1876, from which point on mortality from post streptococcal nephritis increases dramatically. For diphtheria cases, however, the natural history of the disease remained very predictable until medical developments in the late nineteenth century. Like disease causation the factors associated with disease progression are also disease specific. To investigate variation in the natural history of diseases with a more complicated ecology, tuberculosis and syphilis mortality and morbidity were investigated. It was shown that for tuberculosis mortality from pulmonary and extra-pulmonary tuberculosis was negatively correlated for much of the study period. Mortality from congenital syphilis and venereal syphilis also trended in opposite directions, with mortality in children trending higher while syphilis mortality in adults trended lower. The principal findings of this work are how disease-specific the ecological interaction is between parasite and host and how responsive a particular disease is to a historical event (which can be interpreted as an ecological change in behaviour by the host in the parasite host relationship) whilst other diseases may not have any reaction or a completely different reactions to the same historical event. This thesis just scratches the surface of the potential of this data in furthering our understanding of the ecological interaction between parasite and host in the past.
Books on the topic "Secondary Victoria History 19th century"
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Secondary heroines in nineteenth-century British and American novels. Burlington, VT: Ashgate, 2010.
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Queen Victoria and nineteenth-century England. New York: Benchmark Books, 2003.
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Worsley, Lucy. My name is Victoria. Somerville, Massachusetts: Candlewick Press, 2018.
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McCord, Norman. British history, 1815-1906. Oxford: Oxford University Press, 1991.
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British history, 1815-1906. Oxford: Oxford University Press, 1991.
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illustrator, Hergenrother Max, ed. Who was Queen Victoria? New York, New York: Grosset & Dunlap, an imprint of Penguin Group (USA) LLC, 2014.
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Shaw's people: Victoria to Churchill. University Park: Pennsylvania State University Press, 1996.
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James, Munson, ed. Victoria: Portrait of a queen. London: BBC Books, 1987.
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Kichner, Heather J. Cemetery plots from Victoria to Verdun: Literary representation of epitaph and burial from the 19th century through The great war. New York: Peter Lang, 2012.
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Cemetery plots from Victoria to Verdun: Literary representation of epitaph and burial from the 19th century through The great war. New York: Peter Lang, 2012.
Find full textBook chapters on the topic "Secondary Victoria History 19th century"
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Mitrović, Marija. "Jernej Kopitar nella cultura slovena." In Biblioteca di Studi Slavistici, 309–16. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-910-2.33.
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According to 19th-century philologist Jernej Kopitar, elite literary traditions and modern written languages originated in folk literature. Leading Slovenian intellectuals of his day, however, including poet France Prešeren and linguist and critic Matija Čop, favored classic poetic forms reminiscent of the Italian Renaissance. In Slovenian literary history, Kopitar has remained a figure of secondary importance; nonetheless, his role in other South Slavic cultures was preeminent. We examine several attempts to revert this tendency and to ascribe to Kopitar, and not only to Čop, a leading role in Slovenian nation-building.
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Kłosinska, Katarzyna. "The History of the Queen Margaret College Settlement in Glasgow from 1898 to 1914." In From Queen Anne to Queen Victoria. Readings in 18th and 19th century British literature and culture. Warsaw University Press, 2018. http://dx.doi.org/10.31338/uw.9788323536123.pp.125-132.
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Araújo de Oliveira, Maria Cristina, and José Manuel Matos. "Shaping analytic geometry as a secondary school subject. A comparative study." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 43–56. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.04.
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A comparative study exploring textbooks used in two distinct educational systems, Brazil and Portugal, was performed focusing on the ways in which analytic geometry was developed as a secondary school subject. Our analysis concentrates on textbooks from the late 19th century until the middle of the 20th century known to be used in schools. Keywords: history, analytic geometry, textbooks, mathematics education
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Karpińska, Karolina. "Scientific novelties implemented into teaching mathematics in secondary schools on the Polish territories in the 19th century. The case of descriptive geometry." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 205–18. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.16.
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This article is dedicated to discussing the implementation of the descriptive geometry, i.e. the scientific novelty from the end of the 18th century, in secondary school education on the Polish territories in the 19th century. At that time, Polish lands were under the occupation of three empires: Prussia, Austria, and Russia. Over the time, the policy of the partition empires toward the Poles was changing in intensity. As a consequence, in the 19th century, there were schools on the Polish territories with Polish, Prussian, Austrian and Russian curricula and relevant lecture languages. The article analyses the implementation of descriptive geometry into teaching mathematics in schools located in all three partitions. Keywords: descriptive geometry, history of mathematics education, history of mathematics
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Kataoka, Kei. "Descriptive geometry in middle school mathematics teaching in Japan (1905-1946)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 57–72. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.05.
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Teaching of descriptive geometry began in 18th-century France and became widespread in tertiary and secondary education worldwide throughout the 19th century. Until the 20th century, educators often described two aims of descriptive geometry – technical education and mathematics education. In Japan, descriptive geometry was introduced into engineering and artistic higher education after the Meiji Restoration of 1868. Descriptive geometry became part of the general secondary school curriculum in the 1880s, but it had been taught under the auspices of arts and crafts education rather than mathematics. In the early 20th century, Japanese mathematics educators began to focus on descriptive geometry as a way to reform solid geometry. When Japan’s secondary school curriculum was revised in 1942, descriptive geometry was included in solid geometry and mathematics for the first time. Although this curriculum lasted only until 1946, it was the fruit of many educators’ labors and is worthy of examination. This paper examines several books and documents from the early 20th-century Japan and shows that there was a technical, mathematics-oriented debate about the aim of descriptive geometry teaching as seen in Europe. Keywords: descriptive geometry, solid geometry, secondary school, middle school, Nobutaro Nabeshima, Minoru Kuroda
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Duke-Evans, Jonathan. "Fair play—the history of a phrase." In An English Tradition?, 22—C3.F1. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192859990.003.0003.
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Abstract The term “fair play” emerges in the late 14th century, and already has its modern meaning in the Scottish poet Robert Henryson a century later. By the 1590s “fair play” was well established in the language, with Shakespeare himself a prominent early adopter. For the next couple of centuries “fair play” had a secondary meaning of “free action”, and in some contexts it is not easy to say which was the primary meaning intended. We first find the idea that “fair play” is a particularly English, or British, trait in Daniel Defoe’s writings. This association with being British often goes hand in hand with the idea that the common people in particular live by a code of fair play (in which enjoyment of the spectacle of others fighting was usually an important component). We also first find in the early 18th century the association between fair play and schoolboy culture. After 1800 the analysis is based on the occurrence of “fair play” in periodical literature. The idea that fair play is an English or British trait rose sharply in the second half of the 19th century, but we also find the idea used in new ways: for example, that it requires justice in the way society treats women, the poor, or ethnic minorities. The note of scepticism or even ridicule also becomes more insistent: many writers asserted that a particular situation belied the English or British reputation for fair play, but an increasing number questioned whether that reputation had ever been justified.
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S.Szabó, Márta. "Historical Overview of the Teaching of Music Theory Subjects as Part of the School Curriculum in Hungary." In Studies in Music Pedagogy - The Methodological Revitalisation of Music Education. University of Debrecen Faculty of Music, 2020. http://dx.doi.org/10.5434/9789634902263/5.
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The primary sources for a historical overview of secondary-level musical education in Hungary are publications on school histories, yearbooks, and the work of outstanding teachers. An overview of theoretical subjects is made far more difficult, however, by the fact that both the name and content of these subjects have undergone considerable change over time. It was only in the mid-20th century when secondary-level musical education became independent from an earlier institutional form, the music school (Zenede in Hungarian), which taught a far wider range of age groups, lasted for 10-11 years, and characterised earlier music education for decades. Music schools, which offered, among others, secondary-level musical training, had existed since the second half of the 19th century. This paper is part of a more comprehensive methodological work designed to bring to light the historical teaching of music theory in Hungarian musical training with regard to its roots, curricula, handbooks, and teaching practices up to the mid-20th century, when the system of secondary schools specialising in music education was established. Keywords: history of music teaching, professional musical training, teaching music theory
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Biersack, Aletta. "Under the Toa tree: The genealogy of the Tongan Chiefs." In Culture and History in the Pacific, 80–106. Helsinki University Press, 2021. http://dx.doi.org/10.33134/hup-12-7.
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This paper examines the dualistic foundations of Tongan kingship by way of exploring the historicity of the Tongan polity. While paramounts allegedly descend "from the sky" and the god or gods living there, they are also kinsmen of the villagers living under them and are appraised as such. Whether by way of reproducing or transforming a political field, the mediation of duality requires human work, a practice and performance of kingship. The word genealogy in the title bears the burden of the entire argument. Referring directly to history, it enters into tension with the patrilineal and structural models of the past. The history to which it refers, in turn, is set in motion by the dual foundations of kingship: idioms and ideologies of divinity but existing in tension with the "leveling forces" of contractual modes of legitimation. My aim is to develop a framework adequate to the task of interpreting the revolution of the 19th century, when Tāufa'āhau, a secondary chief, executed sweeping reforms at once chiefly and populist: he suppressed the Tu'i Tonga title of his superior; created a superordinate one, the royal title of the constitutional monarchy he in part designed; and converted to Christianity. The third monarch of the Tupou dynasty Tāufa'āhau founded, Queen Sālote Tupou III, figures prominently in these pages as an ideologue. In her often veiled and diplomatic disparagement of the leaders of the past, Queen Sālote provides a window upon the genealogical politics this paper addresses.
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Anisimov, Kirill V. "Unexpected Duplicity: ‛Grammar of Love’ and ‛The Gentleman from San Francisco’. On the Problem of Narrative Variability in Bunin’s Prose." In I.A. Bunin and his time: Context of Life — History of Work, 26–43. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2021. http://dx.doi.org/10.22455/ab-978-5-9208-0675-8-26-43.
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The paper is focused on Bunin’s attempts to modify the hierarchical duplicity of literary pieces written by the given author — a phenomenon intrinsic to the 19th century Russian classics. The new principle of intertext correlation introduced by Bunin seems to be stipulated by non- or postclassic alternativistic views promoted mostly by modernism. Having appropriated this new artistic experience Bunin begins to place and associate his stories, considering their connection with each other, in a different, more complex and non-hierarchical way. The constructive kinship of fabula and genre of the narratives now becomes overshadowed by narrator’s rhetoric and motifs of mundane life which in case of the two stories selected for the analysis in the present paper look oppositely, whereas on the deeper level of sense-production both stories reveal their poetic proximity. In the course of the analysis the author points out four principally identical fabula links as well as a set of similar secondary motifs and personages: the beginning of the journey and its validation as a search for delights; the initial false attempt — protagonists’ penetration into a “wrong” place; quest and successful discovery of a “right” one; heroes’ transformation within a locus associated with library, reading and books. The latter episode containing the juxtaposition — desperate death in the second story vs. revival to a new life in the first one — presents two versions of a basic situation that exists as a paradigmatically whole entity. The author draws a conclusion that Bunin offers his reader two alternate ways of solving a problem of human transformation.
Conference papers on the topic "Secondary Victoria History 19th century"
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Vasconcelos, Clara, and Tiago Ribeiro. "WHAT ABOUT “THE” SCIENTIFIC METHOD? A SURVEY APPLIED TO MIDDLE AND SECONDARY GEOSCIENCE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end106.
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"The debate over whether there is a single unifying scientific method or a variety of methods, each of which is applied to a different discipline of science, is still a difficult one. Popper idea of refutation was a criticism to the inductive method and claimed the need to submit theories to falsification. His thesis ended up being a demarcation of science and pseudoscience. But the question remains: do all sciences follow the same scientific method? Namely because discoveries in geology have to overcome time and space enormous scales, geologist have been called by Lord Kelvin as “stamp collectors”. Having started as a field science, and even having been denied by Hutton as an experimental science, modelling in geology only took place at the end of the 19th century by the hand of Sir James Hall. The need to mirror scientists’ methods is a demand of inquiry-based teaching, but few geology teachers have correct knowledge about the method used by geologists. In the present study, a survey was undertaken online with the main objective of investigating what is teachers’ knowledge about the (geo)scientific method. Participants were 108 geology middle and secondary teachers in Portugal. The majority of respondents were women (n=79; 73.1%) and the average age was 46 years old. All participants were graduated, but 51 (47.2%) had a master and 5 (4.6%) had a Ph.D. The results showed erroneous conceptions that are commonly reflected in inquiry-based teaching classrooms, namely regarding the scientific method but also about investigative competencies and geology as an experimental science. The majority of the teachers’ said that there only exists one scientific method for all sciences (n=49; 45.4%) and that it has a fundamentally linear nature from observation to conclusion (n=54; 50.0%). The scientific method was claimed as needed to allow the confirmation of hypothesis by many teachers (n=44; 40.7%). Some participants referred Uniformitarianism as a principle that justifies the historical and interpretive reasoning of geologist (n=48; 44.4%), but not so many referred the analogic reasoning (n=28; 25.9%). Teachers also referred to critical and systemic thinking as scientific competencies (n=72; 66.7%) and gave less importance to others like observation and argumentation (n=27; 25.0%). Results analysis corroborate that an inquiry-base teaching methodology requires history of geology and an epistemological reflection to be integrated in teachers’ initial training and professional development. The epistemology behind geology classes has to be taught to eradicate alternative conception about the scientific method."