Journal articles on the topic 'Secondary Victoria History 19th century'
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1
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.
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Bickford, John H., Zarek O. Nolen, and Andrew A. Cougill. "Religious freedom, civic responsibility and local history: an embedded action inquiry." Social Studies Research and Practice 15, no. 2 (August 29, 2020): 211–32. http://dx.doi.org/10.1108/ssrp-02-2020-0009.
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PurposeThis theory-into-practice article centers on American history through the optics of one religious organization's contestations – the Elim Springs Church of Jesus Christ, or Harshmanites as they are commonly known – with state and society. Secondary students explore the history and myriad responses from citizens and the federal government, which provides insight into what it means to be an American.Design/methodology/approachEmbedded action inquiry (EAI) couples investigation with informed action. This whole-class exploration of 19th and 20th century American history transforms into individual, independent inquiries about related historical and current civil liberty contestations. Students communicate newly generated, fully substantiated understandings first to an academic audience and then to the community.FindingsTeachers direct students' historical reading, thinking and writing toward informed civic participation. Engaging primary and secondary sources spark students' curiosity and scrutiny; writing prompts and scaffolding guide students' text-based articulations.Originality/valueHarshmanite history, initiated by an iconic leader and maintained by the congregation into its 3rd century, illuminates the best and worst aspects of America. Secondary social studies students can examine emergent, local tensions when citizens' religious freedoms confront civic duty and societal responses. Through EAI, a novel adaptation of inquiry, students make meaning out of the local history and contribute to civic dialogue.
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Matioc, Adrian A. "An Anesthesiologist’s Perspective on the History of Basic Airway Management." Anesthesiology 124, no. 2 (February 1, 2016): 301–11. http://dx.doi.org/10.1097/aln.0000000000000955.
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Abstract Basic airway management modern history starts in the early 18th century in the context of resuscitation of the apparently dead. History saw the rise and fall of the mouth-to-mouth and then of the instrumental positive-pressure ventilation generated by bellows. Pulmonary ventilation had a secondary role to external and internal organ stimulation in resuscitation of the apparently dead. Airway access for the extraglottic technique was to the victim’s nose. The bellows-to-nose technique was the “basic airway management technique” applicable by both medical and nonmedical personnel. Although the techniques had been described at the time, very few physicians practiced glottic (intubation) and subglottic (tracheotomy) techniques. Before the anesthetic era, positive-pressure ventilation was discredited and replaced by manual negative-pressure techniques. In the middle of the 19th century, physicians who would soon administer anesthetic gases were unfamiliar with the positive-pressure ventilation concept.
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Kotsiuk, Lesia, Oksana Kostiuk, Inna Kovalchuk, Viktoria Polishchuk, and Vadym Bobkov. "The Formation and Development of Women’s Secondary Education in Volyn in the 19th–the Beginning of the 20th Century." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 227–40. http://dx.doi.org/10.15503/jecs2021.2.227.240.
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Aim. The article aims to analyse the formation and development of women’s secondary education in Volyn in the 19th-early 20th centuries under historical, sociocultural, and religious factors. Methods. The authors describe the historical, sociocultural, and religious situation in Volyn of the late 19th-early 20th centuries and apply comparative diachronic and synchronous analyses of the charters of the educational institutions for girls, their curricula and weekly workload. Systematised pedagogical approaches to teaching and testing students of the analysed schools are used. Results and conclusion. The formation and development of women’s education in Volyn in the 19th-early 20th centuries represents a natural, consistent change in the content and structure of educational processes under certain specific historical conditions. Due to subordination changes in the region, private Orthodox boarding houses for noble girls became widespread in Volyn. Ostroh Women’s Specialised School, founded by Countess Antonina Bludova, underwent a qualitative and structural transformation under the influence of specific historical events. Both Women Count D. Bludov Specialised School and the Bratsvo School aimed to raise a certified woman who can teach children at home and other educational institutions. Analysis of the statutes of educational institutions, programmes of academic disciplines, and weekly workload indicates following the educational sequence principle. In Women Count D. Bludov Specialised School, attention was paid to general disciplines in the first years of study (arithmetics, languages, geography, general history etc.). At the last stage (4th grade), students were taught pedagogy (methodology) directly related to their future profession.
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FISHER, CLEMENCY. "FINNEY, C. Paradise revealed: natural history in 19th-century Australia. The Museum of Victoria, Melbourne, Victoria: 1993. Pp xv, 186; illustrated. Price A$ 34.95 pbk. ISBN: 0-7306-2494-3." Archives of Natural History 21, no. 3 (October 1994): 420. http://dx.doi.org/10.3366/anh.1994.21.3.420.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Farkhutdinova, L. M. "From the History of the Infection Study." Russian Archives of Internal Medicine 11, no. 6 (November 29, 2021): 416–23. http://dx.doi.org/10.20514/2226-6704-2021-11-6-416-423.
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The article reflects the development of ideas about infection, from the ancient period to the present day. In the V century Hippocrates proposed a miasmatic theory, according to which diseases are caused by harmful fumes. This paradigm remained dominant for 2.5 millennia. Although the existence of microorganisms has been known since 1676, when they were first described by Anthony van Leeuwenhoek, for a long time the detection of microbes in the biosubstrates of a sick person was considered as a secondary phenomenon in relation to the disease. The theoretical basis for such ideas was the concept of spontaneous generation, which has dominated since the time of Aristotle. The change from the miasmatic theory to the infectious paradigm was due to the fundamental discoveries of Louis Pasteur, who proved the biological nature of fermentation and the infectious genesis of silkworm diseases. The listed discoveries put an end to the discussion about spontaneous generation, became the scientific justification for asepsis and antiseptics and aimed at searching for pathogens of infectious human diseases, which led to a surge in discoveries in microbiology. The causative agents of fever (1868), leprosy (1873), anthrax (1876), tuberculosis (1882), cholera (1883), diphtheria (1884), plague (1894), etc. were discovered. As a result, the infectious theory finally conquered the world. An important achievement of the late 19th century was the allocation of a new type of infectious agents — viruses, which make up the most numerous form of life. With the recognition of the infectious theory at the end of the 19th century an active search for antimicrobial agents began. In 1943, the mass production of the first antibiotic, penicillin, was launched, the discovery of which is called one of the most outstanding achievements in the history of mankind. The use of antimicrobial drugs, along with mass vaccination, led to a significant decrease in the share of infectious diseases in the structure of mortality.
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Tantivejakul, Napawan. "Nineteenth century public relations: Siam's campaign to defend national sovereignty." Corporate Communications: An International Journal 25, no. 4 (July 26, 2020): 623–38. http://dx.doi.org/10.1108/ccij-11-2019-0134.
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PurposeThis research aims to identify the use of the public relations (PR) methods implemented by King Rama V and his administration to counter the threat to Siam of imperialism in the late 19th century. It also seeks to demonstrate the interplay of the communication strategies used in international diplomacy to enhance Siam's visibility among major European nations.Design/methodology/approachThis is a historical study using both primary and secondary sources. It is a development of the national PR history methodology using a descriptive, fact-based and event-oriented approach.FindingsThe main findings are that (1) a PR strategy drove international diplomacy under the administration of Siam's monarch incorporating strategies such as governmental press relations activities; (2) the strategy in building Siam's image as a civilized country was successfully communicated through the personality of King Rama V during his first trip to Europe; (3) with a close observation of the public and press sentiments, the outcome of the integrated PR and diplomatic campaigns was that Siam defended its sovereignty against British and French imperialists’ pressures and was therefore never colonized.Research limitations/implicationsThis research adds to the body of knowledge of global PR history by demonstrating that PR evolved before the 20th century in different countries and cultures with different historical paths and sociocultural, political and economic contexts.Originality/valueThis study from an Asian nation demonstrates that PR was being practiced in the late 19th century outside the Western context, prior to the advent of the term. It is a rare example of PR being developed as a part of an anti-colonization strategy.
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Mike, Ádám. "The History of Secondary Music Education in Two Significant Institutions in Hungary up to the Middle of the 20th Century." Studia Universitatis Babeş-Bolyai Musica 65, no. 2 (December 21, 2020): 63–77. http://dx.doi.org/10.24193/subbmusica.2020.2.04.
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"When it comes to the exploration of history of theoretical classes in Hungarian secondary education, it's indispensable to learn about the structure, operation and formation process of conservatoire, the type of institution, which was formed in the 19th century. This study is intended to briefly present the Hungarian institutionalized music education and, after that, to describe the first hundred years of the two significant school of the conservatory institution-system in detail: the National Music School and the Debrecen Music School. In the study we demonstrate the background of formation, the operation, the structure and the eminent leaders of the institutions mentioned above and highlight their transformation in the different education policy systems. Keywords: Music Education in Hungary, National Music School, Debrecen Music School"
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Esteve-Coll, Elizabeth. "Image and Reality: the National Art Library." Art Libraries Journal 11, no. 2 (1986): 33–39. http://dx.doi.org/10.1017/s0307472200004624.
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The Library of the Victoria and Albert Museum originated in the mid-19th century as the library of a School of Design, and adopted the title ‘The National Art Library’ later in the century following publication of the Universal Catalogue of Books on Art. Decades of steady growth and of low usage ended in the late 1960s, when sudden growth of art publishing, and of interest in art history, generated demands the Library was not equipped to meet. The Library possesses one of the world’s outstanding collections of art publications but is still funded, staffed, and administered as if its role was merely that of a Department of the Museum. Currently all aspects of the Library’s procedures and policies are under review; government funding is to be sought for a programme of computerisation, and it is hoped to redefine the Library’s role in national and international contexts and to re-establish it as the ‘heart and core’ of art library provision in the U.K., as an active participant in cooperative schemes and projects, and as a training centre for art librarianship, or in other words, as an active and truly national art library.
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Mikhnovets, Nadezhda G. "“The Pugachevites” by E. A. Salias in the Reception of F. M. Dostoevsky: on the Epic Character of the Russian Novel." Two centuries of the Russian classics 3, no. 4 (2021): 92–113. http://dx.doi.org/10.22455/2686-7494-2021-3-4-92-113.
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The article analyzes the nature of the interaction between first-line literature and fiction in the 1860–1870s as dynamic, versatile and dialogical. It is argued that the historical novel by E. A. Salias “The Pugachevites” (1874), based on the discoveries of the epic novel “War and Peace” by L. N. Tolstoy, testified to the process of strengthening the epic tendency in Russian literature of the 19th century. The novel by E. A. Salias was not exclusively secondary, the portrayal of the “predatory type” hero became innovative, but not deeply understood by the fiction writer. It is noted that further development was undertaken by F. M. Dostoevsky at the first stage of the creation of the novel “The Adolescent”. Its distinctive feature was the consideration of the “predatory type” in the context of the Russian history of spiritual quests of the 17th–19th centuries. The description of the stages of development of the type by F. M. Dostoevsky made it possible to come to the conclusion that the process of cognition of the Russian character, the identification of the laws of the historical development of Russia presupposed a versatile comprehension of the national foundations of life, which predetermined the epic character as the leading feature of the Russian novel of the second half of the 19th century.
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Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2020-8-135-161.
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Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
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Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2021-8-135-161.
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Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
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Hernández, Irene Tovar, and José Manuel Vaquero. "Flattening of Earth by Rotation: From Historical Experiment to Modern Toy." Physics Teacher 61, no. 2 (February 2023): 100–101. http://dx.doi.org/10.1119/5.0058890.
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Old physics textbooks give us a great opportunity to learn about the history of science and rediscover different methods to teach physics to our students. There are many disused and forgotten experiments in them, but these can still be very useful to affirm and understand physics. This is the case of an instrument used in the 19th century to demonstrate that the flattened shape of Earth is caused by its rotational motion. Today, this instrument does not appear in textbooks and is not used in secondary school classes. However, there is a modern toy that is identical to it.
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Karasev, Dmitry Yu. "Measuring Nineteenth Century Regional Economic Growth: Historiography and Methods." Economic History 16, no. 3 (November 30, 2020): 241–68. http://dx.doi.org/10.15507/2409-630x.050.016.202003.241-268.
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Introduction. The scope of regional economic inequality, its causes and consequences are relevant issues in the economic history. High regional inequality impedes representative estimation of national economic development and international comparison. The end of 19th and beginning of 20th centuries was the time when industrialization, states’ economic and political integration led to their regional divergence/convergence. Methods. The main challenge of measuring and accounting for 19th century regional economic growth is a scarcity of regional historical and economic statistics. Thus, the paper concerns with historiographical analysis of successful attempts to face this challenge in economic history. Results. It can be distinguished three approaches to historical regional economies accounting depending of relevant statistics availability: 1) for countries with high regional-data integrity, GRP can be estimated as a sum of its residents’ incomes (R. Easterling’s method); 2) for countries with moderate regional statistics being saved, it is possible to estimate GRP through distributing known GDP totals across regions on the basis of indicators of regional sectors’ shares (Geary-Stark method); 3) for countries with poor regional historical statistics it fits only short-cut approach on the basis of indirect regional economic indicators (Crafts’ approach and Good–Ma method). Furthermore, the paper deals with following methods and models used in quantitative explorations of unequal regional economic development: shift-share analysis, β and σ-convergence. Discussion. It appears that historical statistics from the Governors reports makes possible to distribute known national values added in the first and secondary sectors across provinces of the late-nineteenth century Russian Empire in the line with Geary–Stark methodology. The contribution of tertiary sector to the provinces’ economic growth could be estimated on the basis of indirect indicators from the same historical source and the other sources, following Good–Ma methodology. Finally, the cross-checking of the GRP to be calculated is possible through comparison with A. Markevich estimates for 1897.
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Żerko, Józef. "Dr Jerzy Teofil Szews (1925–2016) nauczyciel akademicki, biografista, badacz dziejów oświaty i wychowania Pomorza Gdańskiego." Biuletyn Historii Wychowania, no. 34 (October 12, 2018): 135–44. http://dx.doi.org/10.14746/bhw.2016.34.10.
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Jerzy Teofil Szews, Ph.D. (1925-2016): a university professor, a biographer, a historian studying education and upbringing in Gdansk Pomerania Jerzy Teofil Szews, Ph.D., was born in Gniezno in 1925. After studies at the Poznań University he worked as a teacher in secondary pedagogical schools in Szklarska Poreba, Lebork, and Wejherowo. Following his academic degree of Doctor of Philosophy in 1967 from the Pedagogical University in Gdansk, he was a professor at the Pedagogical University and the University of Gdansk. He was an eminent biographer, a researcher of ‘the unknown history’ concerning Germanisation of the Polish youth in West Prussia’s secondary schools. He also studied the history of the Philomath Society (a secret Polish student organization operating in the early 19th century in Vilnius under Russian occupation), the beginnings of the secret scouting movement in the Pomerania-upon-Vistula Region (an area south of Gdansk, including Bydgoszcz and Torun), and the history of education and upbringing in Gdansk Pomerania. He wrote 11 books and hundreds of articles.
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Бертова, А. Д., and Е. А. Десницкая. "Transforming Traditional Educational Practices in India and Japan (second half of the 19th - beginning of the 20th century)." Диалог со временем, no. 80(80) (December 5, 2022): 392–405. http://dx.doi.org/10.21267/aquilo.2022.80.80.025.
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В статье рассматривается распространение западных моделей образования в Индии и Японии во второй половине XIX – начале XX в. Реформа образования, затрагивавшая как организационную составляющую, так и содержание учебных программ, бы-ла важным этапом в процессе модернизации. Несмотря на сходство задач, стоявших перед двумя странами, модернизационные процессы в сфере образования в каждой из них имели свою специфику, обусловленную социокультурной и политической ситуацией. Инициатива модернизации образования в Индии исходила как от колониальной администрации, заинтересованной в подготовке чиновников, так и со стороны нарождавшейся национальной интеллигенции, представители которой считали распространение западных знаний средством для освобождения от колониальной зависимости. В Японии основным двигателем преобразований стало новое правительство, сделавшее упор на развитие школьного образования. Для его реформирова-ния были выбраны наиболее подходящие для страны элементы систем образования ведущих западных стран. Это принесло весьма впечатляющие результаты, но усилившиеся в конце XIX в. националистические и милитаристские настроения напрямую отразились на приоритетах образования и его переориентации на традиционные конфуцианские ценности, что привело в итоге к превращению школы в аналог подготовительной фазы для молодых людей к вступлению в ряды японской армии. This paper describes the history of the spread of Western educational models in India and Japan in the second half of the 19th and the beginning of the 20th century. Transformation of education, both in its organizational structure and contents, was an important part of the modernization processes in these countries. Despite the obvious similarities, modernization of education in India and Japan differed significantly, due to the social, cultural and political circumstances. In India, Western educational practices were initially introduced by British colonial authorities for the sake of training civil servants. Later on, their spread was supported by Indian nationalists who considered education an intrinsic part of the campaign for independence. In Japan, the main impetus to reforming the educational system was given by the new government, with an accent on the primary and secondary education. To modernize it the government decided to adopt elements of different Western educational systems most befitting to Japanese customs. This produced impressive results, but under the influence of the strengthening nationalistic and militarist sentiments at the end of the 19th century educational priorities changed, shifting to the traditional Confucian values, which in the end led to transforming school into the analogue of the preparatory phase before entering the army.
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Vashchuk, Angelina. "Culture, Education and Science of the Far Eastern Region." ISTORIYA, E21 (2021): 0. http://dx.doi.org/10.18254/s207987840017869-4.
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The authors characterize the state, structure and dynamics of changes in the system of primary, secondary and higher education in the Far East from the appearance of the first schools to the end of the 1990s. It is noted that the Far Eastern education system, which developed in the context of all-Russian tendencies, had its own characteristics associated not only with the nature and rate of settlement of the region, its geopolitical status, but also with the specifics of economic development. The main historical stages of the development of science in the Far East, from the emergence of the first scientific institutions at the end of the 19th century to the present day are highlighted, the names of outstanding scientists, organizers of science are named, achievements in various fields of knowledge are shown, taking into account the specifics of the tasks in the development of fundamental and applied research. The main development directions of the artistic culture of the region from the second half of the 19th to the beginning of the 21st centuries, the most important events of artistic life are outlined, prominent cultural figures of the Far East are presented.
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Bremner, G. Alex, and David P. Y. Lung. "Spaces of Exclusion: The Significance of Cultural Identity in the Formation of European Residential Districts in British Hong Kong, 1877–1904." Environment and Planning D: Society and Space 21, no. 2 (April 2003): 223–52. http://dx.doi.org/10.1068/d310.
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In this paper we discuss the role and significance of European cultural identity in the formation of the urban environment in 19th-century and early-20th-century British Hong Kong. Our purpose is to offer an alternative reading of the social history of Hong Kong-the orthodox accounts of which remain largely predominant in the general historical understanding of that society-by examining the machinations that surrounded attempts by the European colonial elite to control the production of urban form and space in the capital city of Hong Kong, Victoria. Here the European Residential District ordinance of 1888 (along with other related ordinances) is considered in detail. An examination of European cultural self-perception and the construction of colonial identity is made by considering not only the actual ways in which urban form and space were manipulated through these ordinances but also the visual representation of the city in art. Here the intersection between ideas and images concerning civil society, cultural identity, architecture, and the official practices of colonial urban planning is demonstrated. It is argued that this coalescing of ideas, images, and practices in the colonial environment of British Hong Kong not only led to the racialisation of urban form and space there but also contributed to the apparent anxiety exhibited by the European population over the preservation of their own identity through the immediacy of the built environment.
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Otčenášová, Slávka. "Imagining a good citizen: The roles of a historical hero in Slovak pedagogical tradition." Journal of Pedagogy 11, no. 2 (December 1, 2020): 89–115. http://dx.doi.org/10.2478/jped-2020-0013.
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Abstract Based on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labeled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography.
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Davidenko, Dmitry G. "Deliverance of St. Macarius from the June Fire of 1547 in the Novinsky Monastery." Herald of an archivist, no. 3 (2022): 824–35. http://dx.doi.org/10.28995/2073-0101-2022-3-824-835.
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The article examines an episode recorded in various narratives and well-known to historians of medieval Moscow, although never studied specifically — rescue of Metropolitan Macarius from the famous fire of 1547, when he was suffocating in the Kremlin Assumption Cathedral engulfed in smoke. The historiography cites three Moscow monasteries as possible place of his evacuation: Novospassky, Novodevichy, and Novinsky. This issue never caused controversy, as it was considered peripheral and secondary and because traditional 20th century historiography stepped away from church and local history issues. However, the problem may be of interest in order to clarify the mechanisms of historiographical legends formation (i.e. unintentional distortion of information from older historical sources in later narratives) and to determine the proximity of metropolitan monastery to the court of Moscow metropolitans. Presently, since the discovery of the Postnik Chronicler compiled in the 16th century, most historians stand by its information that the Moscow Novinsky Monastery was the place of Metropolitan Makarius’s evacuation. A.A. Zimin, however, considered it to be the Novodevichy convent. Authors of historical descriptions of the Moscow Novospassky Monastery, classics of the 19th century historiography (N.M. Karamzin, S.M. Solovyov), and some researchers of the late 20th century (V.B. Kobrin, A.I. Pliguzov) believe that this monastery was the place of metropolitan’s salvation. The article demonstrates that the 19th century historiographers could have drawn on late chronicle monuments of the 17th century. In any case, the Mazurinsky chronicle (1680s) clearly states that Metropolitan Makarius was taken “to the Savior on the New.” The article argues that the author of the Mazurinsky chronicler showed great interest in the Novospassky Monastery (New Monastery of the Savior), stimulated by the prominent role of this monastery in the church hierarchy, especially in the era of the first Romanovs. The inference of the Postnik chronicler that the Novinsky Monastery was the place of Makarius’s salvation have been long disregarded by historians due to unofficial nature of the source and its rarity. The article also forays in the history of the Novodevichy, Novinsky, and Novospassky monasteries, commenting on their status and role in the history of medieval Moscow and the Russian Church as a whole.
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Wright Jr, James R. "Sins of Our Fathers: Two of The Four Doctors and Their Roles in the Development of Techniques to Permit Covert Autopsies." Archives of Pathology & Laboratory Medicine 133, no. 12 (December 1, 2009): 1969–74. http://dx.doi.org/10.5858/133.12.1969.
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Abstract Context.—Sir William Osler, MD, and Howard Kelly, MD, were probably the preeminent practitioners of their respective specialties, internal medicine and gynecology, during the late 19th and early 20th centuries. Both were passionately interested in pathology. Although not widely known, during the 1880s, both allegedly pioneered “arm's length” methods to perform covert autopsies that involved removing abdominal and even thoracic organs via the anus, vagina, or a small perineal incision hidden behind the scrotum. These techniques were allegedly used, at least occasionally, to circumvent autopsy-consent regulations and to procure teaching specimens for medical museums. Objective.—To examine the historical evidence for these alleged events and to examine these behaviors within the context of (1) the need to obtain pathologic specimens for teaching gross pathology and clinical pathologic correlation to medical trainees, (2) the loose interpretation of autopsy-consent regulations at “charity hospitals” during the late 19th century, (3) the medical museum movement, and (4) the paternalistic approach to the practice of medicine typical of the times. Design.—To address these issues, standard historiographic methods were used to examine available primary and secondary historical sources. Results.—The evidence suggests that Kelly developed and published 3 arm's length methods for covert autopsies while a resident in Philadelphia, Pennsylvania, and that both Kelly and Osler pioneered the use of these methods in the 1880s. The brief history of these “minimally invasive” autopsy techniques is also examined by reviewing 19th and 20th century textbooks of autopsy technique. Conclusions.—Howard Kelly, MD, and William Osler, MD, pioneered arm's length methods for covert autopsies. In fact, this activity appears to have initiated the 2 doctors' long professional relationship.
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PIŁATOWICZ, Józef. "Zanim powstały politechniki. Nauczanie przedmiotów matematyczno-przyrodniczych i technicznych w dobie reform Komisji Edukacji Narodowej." Historia i Świat 2 (September 8, 2013): 77–113. http://dx.doi.org/10.34739/his.2013.02.04.
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The Commission of National Education (Komisja Edukacji Narodowej), which was established in 1773, introduced fundamental changes relating to organisation and the curriculum in the Polish education system. The Commission constituted a kind of Ministry of Education, which exercised supervision over all the schools in the Crown and the Grand Duchy of Lithuania. The hierarchy was as follows - the Main Crown Schools in Kraków and Grand Duchy of Lithuania in Vilnius, subordinate to the Commission, were in turn superior to divisional schools, including subdivisional schools, and these in turn were superior to parish schools. The changes in the curriculum in the Main Schools were focused predominantly on broadening knowledge in the field of mathematics, natural sciences, and technical skills, which was brought to life in the form of Collegium Physicum and its respective departments, e.g. the departments of architecture, mechanics, and hydraulics, and their respective offices, gathering tools, equipment, and models facilitating the sharing of knowledge through presentations. Similar curricular changes were implemented in secondary schools. It was the first time that natural sciences with technical elements had been introduced on such a wide scale to the curriculum. The official instructions enabled the standardisation of the curriculum in all schools. The characteristic feature of the curriculum was its utilitarianism, as, when teaching each subject, particular attention was paid to developing students' skills in using acquired theoretical knowledge in practice. The changes were introduced in a systematic manner. The first step covered the preparation of the curriculum and instructions concerning its implementation, which was followed by teacher training. This was of paramount significance to the teaching of mathematics, natural sciences, and technical subjects. The class books were arranged by putting them out to tender, and often the works by foreign authors were used. The new curriculum modernised education, broadening students' knowledge of mathematics, natural sciences, and technical subjects, and preparing them for the huge civilisational changes brought by the 19th century. It aroused interest in technology, which was entering nearly all spheres of socio-economic life on a bigger and bigger scale. It proved useful in the 19th century, when Polish students went to technical colleges abroad in great numbers due to the lack of technical universities in the Kingdom of Poland and the Prussian Partition.
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Maria Radziszewska, Maria Radziszewska. "Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku." Biuletyn Historii Wychowania, no. 39 (December 15, 2018): 89–104. http://dx.doi.org/10.14746/bhw.2018.39.6.
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Poles settled in present-day Romania in the fourteenth century. A subsequent influx of Polish settlers followed the fall of the Kościuszko Uprising. The aim of this study is to present the history of education in the Polish minority in Romania. The work focuses on showing various forms of educational and upbringing institutions from the early 19th century to 1939. In the analyzed period, the Poles organized mainly kindergartens and comprehensive primary and secondary schools in Bukowina (now northern Romania). They also made attempts at introducing the Polish language to teachers’ training institutions i.e. teachers’ training colleges for men and women. They established their own socio-educational societies and built Polish Houses in which they pursued a wide range of educational and cultural activities. In the Kingdom of Romania, Polish children could also attend (under certain conditions) Polish language classes in Romanian state schools. Owing to the Polish Schools in Romania, followed by the Polish School Association in Romania, Polish private education assumed various forms.
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Cavadas, Bento. "«On the Origin of Species»: Didactic transposition to the curriculum and Portuguese science textbooks (1859-1959)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 143. http://dx.doi.org/10.14516/ete.149.
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This research aimed to contribute to the history of the teaching of Darwinism in the Portuguese curriculum from 1859 to 1959. To this end, it was analysed the didactic transposition of the book On the Origin of Species for the standards and textbooks of Natural Sciences of secondary education. This study showed that some standards did not address Darwinism (Standards of 1856, 1872, 1880, 1886, 1926 and 1929), while others only prescribed the study of some subjects of Darwinism (Standards of 1889 and 1905). The standards of 1895 were the ones that addressed more Darwinists ideas in the 19th century. In the 20th century, the overall approach to Darwinism was related to the study of transformist ideas (Standards of 1919) or evolution (Standards of 1936 and 1954). However, even when the respective standards did not make that prescription, the major part of textbooks addressed the mechanisms of Darwinian evolution: adaptation, variability, growth correlations, heredity, natural selection, vital competition, geographic isolation and sexual selection.
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Puszka, Alicja. "Sodalities of our Lady Existing in Kraków Secondary Schools in the 19th Century and in the Second Polish Republic." Roczniki Humanistyczne 66, no. 2 SELECTED PAPERS IN ENGLISH (October 23, 2019): 119–56. http://dx.doi.org/10.18290/rh.2018.66.2-7se.
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The Polish version of the article was published in “Roczniki Humanistyczne,” vol. 57 (2009), issue 2.
The Sodality of Our Lady is a Catholic religious association for young people founded in the Jesuit College in Rome in 1563 by Fr Jan Leunis. The most gifted and devout boys joined the Sodality in order to spread the cult of the Mother of God. Popes provided care for the vibrantly developing movement because of the great influence Sodalities of Our Lady had on the religious formation of young people. Jesuits established Marian congregations of students attending colleges in all Catholic countries, forming an international elite organization of lay Catholics. Sodalities thrived and they spread to all social estates in the 17th and the first half of the 18th century. Not only did school students belong to it, but also popes, kings, the gentry, clergy, townsfolk, craftsmen, military men and servants. The chief objective of the Sodality was to live by the motto “Per Mariam ad Jesum.” The development of the Sodality was halted by the dissolution of the Jesuit Order. In the middle of the 19th century the pronouncement of the dogma of the Immaculate Conception of the Holy Virgin, made by Pope Pious IX, opened a new era of the cult and a new period in the history of the Sodality.
In Poland, the first Marian congregation of school students was established in Braniewo in 1571. At the end of the 18th century, before the dissolution of the Jesuit Order, in Poland there were 66 colleges, seminaries and monastery schools, and there was always at least one congregation affiliated to each of the schools. At the end of the 19th century, school sodalities were revived in Galicia, i.e. in Tarnopol, Chyrów, Tarnów, and in a girls’ secondary school run by the Ursulines in Kraków. A dynamic development of Marian congregations of school students started after Poland regained independence in 1918. The centre of the sodalitarian movement for all the estates was Kraków. The movement gained solid foundations in the two powerful sodality unions of both secondary school boys and girls. Father Józef Winkowski established a sodality for boys, and Fr Józef Chrząszcz one for girls. Sodalities published their own magazines, organized conventions, pilgrimages to Jasna Góra (Częstochowa, Poland), and ran charity organizations. In the late 1930s, nearly seventeen thousand students of secondary schools throughout the country were members of school sodalities. At the dawn of the Second Polish Republic, the greatest number of school sodalities operated in Kraków. There were 11 boys’ sodalities in secondary state schools and one in a private school run by the Piarist Order, and 11 girls’ sodalities in state and private schools. The Sodality of Our Lady contributed to the religious revival in Poland. The development of this organization was halted by World War II. After the war, in the years 1945–1949, the operation of the Sodality of Our Lady was resumed in many centres. The liquidation of church organizations in 1949 stopped its work for good, and its members came to be persecuted by the Communist regime.
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Langer, Erick D. "The Eastern Andean Frontier (Bolivia and Argentina) and Latin American Frontiers: Comparative Contexts (19th and 20th Centuries)." Americas 59, no. 1 (July 2002): 33–63. http://dx.doi.org/10.1353/tam.2002.0077.
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The epic struggles between Mexicans and the Apaches and Comanches in the far northern reaches of the Spanish empire and the conflict between gauchos and Araucanians in the pampas in the far south are the images the mind conjures up when thinking of Latin American frontiers. We must now add for the twentieth century the dense Amazon jungle as one of the last frontiers in popular (and scholarly) minds. However, these images ignore the eastern Andean and Chaco frontier area, one of the most vital and important frontier regions in Latin America since colonial times, today divided up into three different countries (Argentina, Bolivia, Paraguay) in the heart of the South American continent. This frontier region has not received sufficient attention from scholars despite its importance in at least three different aspects: First, the indigenous peoples were able to remain independent of the Creole states much longer than elsewhere other than the Amazon. Secondly, indigenous labor proved to be vitally important to the economic development along the fringes, and thirdly, a disastrous war was fought over the region in the 1930s by Bolivia and Paraguay. This essay provides an overview based on primary and secondary sources of the history of the eastern Andean frontier and compares it to other frontiers in Latin America. It thus endeavors to contribute to frontier studies by creating categories of analysis that make possible the comparisons between different frontiers in Latin America and placing within the scholarly discussion the eastern Andean region during the nineteenth and early twentieth centuries.
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Molokov, Dmitry S. "The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 213–19. http://dx.doi.org/10.17223/15617793/460/25.
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The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.
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Magyar, John J. "Millar v Taylor as a precedent for statutory interpretation." Common Law World Review 47, no. 3 (September 2018): 217–21. http://dx.doi.org/10.1177/1473779518793843.
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Millar v Taylor is an iconic case for statutory interpretation. It has long been regarded as the case in which the rule prohibiting reliance on legislative history was first put forward by Mr. Justice Willes in 1769. However, a close reading of the judgment reveals an uncomfortable fit between the rule that the case purports to stand for and the judicial reasoning within it. Meanwhile, the case was cited frequently throughout the 19th century, but never in support of the exclusionary rule. During that time period, the judiciary was aware of the fact that Mr. Justice Willes’ famous statement was contradicted by reasoning in the case. It was in the 20th century that scholars began citing Millar v Taylor in support of the exclusionary rule—a time when the quantity of published cases and secondary literature had increased significantly, and cases like Millar v Taylor were being cited without necessarily being read. This stands as a cautionary tale: one ought to quote with care, particularly when citing older cases.
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Watts, Fraser. "The concept of ‘emotion’: An historical perspective." History & Philosophy of Psychology 20, no. 1 (November 2019): 13–18. http://dx.doi.org/10.53841/bpshpp.2019.20.1.13.
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Though the concept of ‘emotion’ is often accepted uncritically, a historical approach shows that, in the form it takes in modern psychology, it is a product of the 19th century, and replaced an earlier more differentiated vocabulary. In the 17th century there had been another significant shift in the meaning of emotion words when they came to refer to subjective feelings in a new way. There has been much controversy about the concept of ‘basic’ emotions, which is unpopular with historians of emotion. However, I am persuaded that some such distinction is needed; a distinction between primary and secondary emotions is somewhat akin to the earlier distinction between passions and affections. Emotions have various manifestations, including behavioural, physiological and subjective. These are often aligned, though they do not have to be. There has been considerable interest in the couplings between different manifestations. Most current work on the history of emotions is being done by historians but it would be good to see more psychological interest in a historical approach to emotions, and cross fertilisation between the work of historians and psychologists.
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Kušnere, Sigita. "LATGALIAN LITERATURE AND HISTORY OF LATVIAN LITERATURE – TRADITION AND PERSPECTIVES." Via Latgalica, no. 10 (November 30, 2017): 104. http://dx.doi.org/10.17770/latg2017.10.2763.
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Latgalian literature has received relatively little attention in most studies of Latvian literature, regardless of the time or the type of the studies made, be they studies of individual or collaborative nature. In the late 19th century and early 20th century, it was largely caused by prohibition of Latgalian publications printed in the Latin alphabet. In the following periods Latgalian literature was overlooked because of lack of awareness, sometimes, also by deliberate ignorance, which was dictated by the political situation. Exploration of the current situation is the goal of this study, namely, to present a summary of what has already been accomplished and to indicate the directions where new studies are urgently needed, ideally – through joint examination of Latvian and Latgalian literatures. The summary is based on the analysis of the regularities and main issues found in the works on the history of Latgalian literature. Careful analysis of the literary processes, authors and significant literary works of the late 19th and early 20th centuries, as well as their exposure in the studies of the history of Latvian literature reveals that a short insight in publishing of Latgalian books and periodicals was given, for instance, by Teodors Zeiferts in his fundamental study ‘History of Latvian Literature, Part 2 and 3’ (Latviešu rakstniecības vēsture, 1923, 1925), and Jānis Niedre in ‘Latvian Literature. Part 2’ (Latviešu literatūra, 1953); small essays were also included in the volumes of the collaborative study developed under Ludis Bērziņš’ chief editing ‘History of Latvian Literature’ (Latviešu literatūras vēsture, 1935–1937). However, Latgalian literature was hardly mentioned in the textbooks for the secondary schools (Vilis Plūdons ‘History of Latvian literature for secondary schools, Part 1 and 2’ (Latvju literatūras vēsture vidusskolām, 1927, 1928); Roberts Klaustiņš ‘History of Latvian Literature’ (Latviešu rakstniecības vēsture, 1907)). Neither was it paid any attention by Andrejs Upīts in his ‘History of Contemporary Latvian Literature’ (Latviešu jaunākās rakstniecības vēsture, 1885–1910 (1911)). This leads to a conclusion that the attitude towards the literature written in Latgalian was ambiguous in the first half of the 20th century as it was not fully incorporated in the conceptual analysis of the development processes of Latvian literature. The voluminous ‘History of Latvian Literature’ (Latviešu literatūras vēsture, Volume 1–6, 1956–1963), which was developed during the Soviet period, included depiction of several Latgalian writers: such as Andrivs Jūrdžs and Pīters Miglinīks (Volume 2, 1963); nevertheless they did not provide a sufficient overview of the singularity and development of Latgalian literature and its comparability with the history of Latvian literature. In the editions of the history of Latvian literature, which were written after regain of the national independence, Latgalian literature has not received any focused attention either by the authors of the 3-volume ‘History of Latvian Literature’ (Latviešu literatūras vēsture, 1998–2001) or by, for instance, Guntis Berelis in his monograph study ‘History of Latvian Literature, from the First Writings to 1999’. Having gained no wide coverage in the historical studies of Latvian literature, Latgalian literature has been fundamentally researched in several monographic works of Miķelis Bukšs, Francis Kemps, Janīna Kursīte, Valentīns Lukaševičs, Ilona Salceviča, Alberts Sprūdžs, Anna Stafecka, Vitolds Valeinis and other researchers at various time periods. Nonetheless, the question still stands: whether and how to compare and synchronise Latgalian literature with periodisation and trends of Latvian literature in order to include it in the comprehensive overview of the literature history.
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Larionova, Lyudmila G. "ON THE STUDY OF SPELLING RULES AT SECONDARY SCHOOL: HISTORY AND MODERNITY." Proceedings of Southern Federal University. Philology 25, no. 4 (December 1, 2021): 164–78. http://dx.doi.org/10.18522/1995-0640-2021-4-164-178.
Full textAbstract:
The article is devoted to the main problems of studying the rules of Russian spelling at secondary school at different stages of its development. It is presented a general overview of scientific and methodological works, from the 19th century to the present day, which consider the history of formation, streamlining of methodological thought in the study of spelling rules, determining their significance for the formation of literate writing of students. In addition, in the process of research, problems are raised: why spelling rules are necessary; if it is possible to teach schoolchildren to write literally without memorizing the wording of spelling rules; if you teach students on the basis of rules, then what should be the requirements for the formulation of spelling rules from a linguistic, methodological and psychological-pedagogical point of view. The author’s analysis of thesis research from 2000 to 2020 made it possible to determine the basic approaches to the study of spelling rules in a modern secondary general education school: the communicative-activity approach, the cognitive-activity approach, the programmed approach (or programmed teaching) - and to identify the linguodidactic principles underlying the study of spelling rules within each of these approaches. In the course of the study, special attention was paid to the analysis of the spelling course in the new educational-methodical complex (EMC) in the Russian language (authors: M.M. Razumovskaya, S.I. Lvova, V.I. Kapinos, V.V. Lvov). It is concluded that the study of spelling rules (and this has been proven by leading scientists-methodologists of the past and present times) form the basis of the school spelling course, which is therefore called rule-oriented. Learning spelling is impossible without rules and dictionaries. The formation of the relative literacy of students, which is formed in secondary school, requires time, observance of stages and reliance on spelling rules studied as educational and scientific texts of linguistic content, taking into account the development of all types of speech activity in unity and interconnection. Each lesson of the Russian language, in which the spelling rule is studied, is a lesson in the development of students’ speech, where their literacy is formed in the broad sense of the word.
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Dogara, Ja'afaru Yusuf, and Hamidin Abd Hamid. "A CRITICAL DISCOURSE OF THE IMPACT OF THE TRANS-SAHARAN TRADE AND THE 19TH-CENTURY JIHAD ON THE HISTORY OF AKWANGA DIVISION, NIGERIA." SEJARAH 30, no. 1 (June 28, 2021): 43–61. http://dx.doi.org/10.22452/sejarah.vol30no1.3.
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The spread of Islam from East and North Africa across the Sahara Desert to Nigeria is ascribed to certain socio-economic and political factors. The development of Islam in the geopolitical zone of central Nigeria faced notable challenges due to the heterogeneity of the ethnic and cultural identity of its local population, the inability of the Muslim Arab merchants to establish trade relations with the area, and the politicization of jihad which was met with fierce resistance. This made it impossible to effectively propagate the Islamic teachings among the local population in central Nigeria. This study will explore the history and culture of the Akwanga Division before the advent of Islam and identify the challenges faced by the movement. Emphasis will be laid on the role of the trans-Saharan trade, the jihad of Usman Dan Fodio, and their impact on the socio-economic life of the area. Also examined will be the factors responsible for delaying the spread of Islam in central Nigeria. The aims and objectives of this research work will be achieved by using secondary data such as published articles in reputable academic journals, edited works, internet sources, and books.
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Corsín Jiménez, Alberto, and Chloe Nahum-Claudel. "The anthropology of traps: Concrete technologies and theoretical interfaces." Journal of Material Culture 24, no. 4 (January 1, 2019): 383–400. http://dx.doi.org/10.1177/1359183518820368.
Full textAbstract:
Traps connect not only predator and prey, but mind and materiality, technology and landscape, and infrastructure and ecology. Through them, bodies, knowledge practices, materials and environments are assembled in transformative encounters which, because of their lethal agency, have emotive and moral force. In this Introduction to the Special Issue, the authors explore the conceptual bridges and disciplinary admixtures invited by ethnographic attention to traps. They review a history of attention to traps, which is in the main a history of neglect and epistemological bias. As humble hunting technologies, traps have been secondary in status to the heroic chase, and the lifeways of trappers at the frontiers of empires have been neglected. Meanwhile traps have featured as archetypes and prototypes in evolutionist discourses focusing on technology, and human crafty intelligence in its invention and advancement. The authors trace these threads from the 19th century to contemporary anthropology and archaeology, and propose conceptual and practical lines for future analysis and research collaboration.
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Kohl, Sebastian. "The Great De-Mortgaging: the Retreat of Life Insurances From Housing Finance in US-German Historical Perspective." Jahrbuch für Wirtschaftsgeschichte / Economic History Yearbook 63, no. 1 (May 1, 2022): 199–231. http://dx.doi.org/10.1515/jbwg-2022-0008.
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Abstract Recent research in economic history has found that mortgage debt in relation to GDP has taken off in the historical long run (“great mortgaging”), as growing banking assets have been redirected into mortgage credit. This paper maps the parallel long-run investment history of private (life) insurance as the much overlooked second pillar of the financial system. Drawing on in-depth studies of the US and Germany, it finds that a “great de-mortgaging” took place in insurers’ portfolios, with mortgages falling from up to 90 percent in the 19th century to below 5 percent today in favor of fixed-income securities. A parallel shift to secondary mortgage bonds has hardly offset this decline, while direct real estate remained largely a residual investment class. Banks’ great mortgaging is thus partly an institutional substitution effect. The paper sees insurers’ asset shift itself as mainly driven by long-run changes in capital demand and competition with banks and pension funds. It extends these findings to other long-term institutional investors and other OECD countries in the historical long run.
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Tomamichel, Serge. "Le latin dans l’enseignement secondaire français. Formes et légitimités sociales d’une discipline scolaire entre monopole et déclin (XVIe-XXe siècles)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 209. http://dx.doi.org/10.14516/ete.141.
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Up until the 1960s, before scientific courses attracted the best performing students, the Queen’s highway of secondary education was paved with Latin declensions. For centuries, from the very birth of «secondary» education until the disappearance of Latin in the sixth grade in 1968, Latin literature imposed its dominance. At the same time, however, it attracted criticism and opposition, the vast majority of students were facing great difficulties in the learning process, and Latin was the focal point for recurrent debate regarding the modernisation of education. Throughout this article, the «Latin question», subject of many controversies of the late 19th century, takes the form of the «Latin enigma» directed at History. This «enigma» is discussed from a perspective linking together the status of secondary education within general educational provision, its uses in society, the educational methods used and its function in the world of secondary education. The author particularly focuses on the constructed and ingrained forms and legitimacies characterizing the monopoly - until the 1860s – and then the hegemony of Latin literature not only on French literature but also on science, modern languages and more generally, on modern disciplines. Nevertheless, the teaching of the latter could have met the constantly renewed socio-political and economic requirements more appropriately.
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GERASIMOV, GRIGORY. "WORLDVIEW REASONS FOR THE EVOLUTION OF THE IMAGE OF THE PAST (FROM ANTIQUITY TO THE 19TH CENTURY)." History and Modern Perspectives 3, no. 4 (December 30, 2021): 66–74. http://dx.doi.org/10.33693/2658-4654-2021-3-4-66-74.
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The purpose of this article is to consider the reasons for the evolution of historical writing from the standpoint of an idealistic approach. The image of the past is created as a part of the picture of the world, within the framework of this approach, therefore the way of its creation directly depends on the main ideological ideas. With a change in worldview, the way of creating the past and its image change. A new worldview always requires the creation of a new past, as an important component of the picture of the world. The evolution of the main ideas leads to a change in particular historical theories that determine the historian's view of the past. Only secondary ideas and methods are taken from the previous history for forming a picture of the world within the framework of a new worldview. The main ideas of the previous worldview and the images of the past built on them, as well as the methods of creating these images, are rejected by each new historicism that replaces the previous one. The modern way of creating the past is the result of a gradual transition from a religious worldview to a rationalistic one with its anthropocentrism and humanism. It took several centuries for its formation. Competing images of the past, created within the framework of a religious and rationalistic worldview during the Enlightenment, led to the gradual displacement of the image of the past, formed from a religious standpoint, to the periphery of social thought. For the minds of the enlightened elite, various philosophical concepts fought, creating their own pictures of the past. They proceeded from different theoretical and methodological premises, therefore they created different images of the past.
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Petrov, Maxim S. "DIAGNOSIS OF ENDOCRINE DISEASE: Post-pancreatitis diabetes mellitus: prime time for secondary disease." European Journal of Endocrinology 184, no. 4 (April 2021): R137—R149. http://dx.doi.org/10.1530/eje-20-0468.
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While most people with diabetes have type 2 disease, a non-negligible minority develops a secondary diabetes. Post-pancreatitis diabetes mellitus (PPDM) is an exemplar secondary diabetes that represents a sequela of pancreatitis – the most common disease of the exocrine pancreas. Although this type of diabetes has been known as a clinical entity since the late 19th century, early 21st century high-quality epidemiological, clinical, and translational studies from around the world have amassed a sizeable body of knowledge that have led to a renewed understanding of PPDM. People have at least two-fold higher lifetime risk of developing diabetes after an attack of pancreatitis than those in the general population without a history of diseases of the exocrine pancreas. PPDM is caused by acute pancreatitis (including non-necrotising pancreatitis, which constitutes the majority of acute pancreatitis) in four-fifth of cases and chronic pancreatitis in one-fifth of cases. Moreover, the frequency of incident diabetes is not considerably lower after acute pancreatitis than after chronic pancreatitis. Recurrent attacks of pancreatitis and exocrine pancreatic dysfunction portend high risk for PPDM, but are not mandatory for its development. Further, young- or middle-aged non-obese men have an increased risk of developing PPDM. In comparison with type 2 diabetes, PPDM is characterised by poorer glycaemic control, higher risk of developing cancer (in particular, pancreatic cancer), younger age at death, and a higher risk of mortality. Metformin monotherapy is recommended as the first-line therapy for PPDM. Appropriate screening of individuals after an attack of pancreatitis, correct identification of PPDM, and apposite management is crucial with a view to improving the outcomes of this secondary but not inappreciable disease.
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van der Wateren, Jan. "National Library Provision for Art in the United Kingdom: The Role of the National Art Library." Alexandria: The Journal of National and International Library and Information Issues 6, no. 3 (December 1994): 173–92. http://dx.doi.org/10.1177/095574909400600303.
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From its beginnings in 1836 as the library of the Government School of Design, the National Art Library (NAL) in the UK was intended to have an impact on design in the country. After the Great Exhibition of 1851 it former part of what was to become known as the Victoria and Albert Museum (V & A). By the 1850s it had already adopted the title of National Art Library, although it was called the V & A Museum Library between 1908 and 1985. By 1853 collections aimed to cover the arts and trades comprehensively, and by 1869 the NAL aimed also at comprehensive access to individual objects created in the course of history. By 1852, the library was open to all, although a charge was made at first. Various forms of subject indexing have been used; from 1877 to 1895 subject lists were prepared for internal use and sold to the public, and from 1869 to 1889 a remarkable Universal catalogue of books on art was produced. The present mission statement of the NAL focuses on collecting, documenting and making available information on the history and practice of art, craft and design, and the library aims its services at both the national and international community. However, its great 19th century contribution to published subject control of art materials has been almost completely absent in the 20th century. During 1994 the NAL will contribute records to the British Library (BL) Conspectus database, though there is little formal cooperation between the two libraries. As a specialist library it can organize its collections and index them in ways that are impossible for a comprehensive library such as the BL, and it therefore has an important part to play in the national library scene.
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Palikidis, Angelos. "Why is Medieval History Controversial in Greece? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19)." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 177–91. http://dx.doi.org/10.14516/ete.314.
Full textAbstract:
In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19th and 20th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.
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Tsiampokalos, Theofanis. "Let’s talk about rhetoric! Plutarch’s position within a long, ideologically burdened tradition in the history of education." Philologia Classica 16, no. 2 (2021): 207–21. http://dx.doi.org/10.21638/spbu20.2021.203.
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The question of Plutarch’s attitude towards rhetoric has occupied several scholars since the 19th century. The traditional view is that it is rather negative. Although Plutarch acknowledges some value in rhetoric as a means of persuasion in politics, he nevertheless attributes the dominant role to ethos. As it will be shown below, however, this picture is only partially justified after a closer examination of the relevant texts in their historical-cultural context. In the present work, Plutarch’s remarks on rhetoric are considered against the background of the traditional conflict between rhetoric and philosophy, and analyzed in relation to three thematically significant oppositions, namely that between teaching and persuading, between speech and ethos, and between the philosophers and the sophists. The result is that the secondary, supporting role that rhetoric assumes in certain passages as a means of persuasion is to be relativized rather than emphasized. It can be explained in each case on the basis of its argumentative function. In other cases in Plutarch’s work, where rhetoric is discussed, the attitude expressed is in principle positive without the usual opposition between speech and ethos playing a role at the same time.