Academic literature on the topic 'Secondary Victoria History 20th century'
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Journal articles on the topic "Secondary Victoria History 20th century"
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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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Bax, Sander, and Erwin Mantingh. "Een web van twintigste-eeuwse literatuur." Nederlandse Letterkunde 23, no. 3 (December 1, 2018): 257–86. http://dx.doi.org/10.5117/nedlet2018.3.003.bax.
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Abstract A web of 20th century Dutch literature. Towards a new approach for teaching 20th century literary historyThis article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysis of the main problems that teachers experience with 20th century literary history has led to a set of principles that will serve as guidelines for the design of a model for teaching 20th century literature. We present a first draft of this model that aims to offer a series of lessons in a digital framework resembling a network of texts. This web of 20th century literature will combine two perspectives: at the one hand a contextual perspective on the literary text (‘text in context’), in which a central literary text is compared to contemporary historical texts and developments, at the other hand a longitudinal perspective (‘text in frame’), in which the text is compared to texts and developments from different time periods by using transhistorical themes or frames. The development of the first series of lessons according to our guidelines provides insights that will contribute to a next version of the web under construction.
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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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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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Debreczeni, Márk, and Zoltán Hegedűs. "20. századi egyetemes történeti szöveggyűjtemény Interaktív tananyagok a középiskolai és egyetemi történelemoktatásban." Hallgatói Műhelytanulmányok, no. 5 (March 11, 2022): 23–36. http://dx.doi.org/10.55508/hmt/2021/10847.
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Debreczeni, Márk – Hegedűs, Zoltán: 20th century universal historical text collection – Interactive educational materials for secondary school and university in history education Nowadays, Hungarian teachers and teacher trainees do not really use interactive teaching materials during their history lessons. However, in most school have the opportunity to use smartboards and other technical devices. They delay to make their lessons more interesting and more interactive. We need to change our teaching habits undoubtedly. In this study, we introduce our interactive online teaching material, which made for secondary school students and teachers. Teachers have toadapt new methods, teaching and learning techniques to keep step with the students of the 21st century. Nevertheless, it will be hopefully useful in the teacher-training program at the universities as well. This research introduces the differences and needs of diverse generations and the features of the interactive history textbook. In the MOODLE system, online and digitalized text sources, videos, records, different types of tests are equally used, which are suitable to measure students’ knowledge and skills. It is like an E-book, but other functions make the program more interactive. The whole material focus on the 20th century and divided into six periods. Each era have coherent textbooks and separated tests for practice. Moreover, the program offers multifarious and exciting ways of history learning and teaching.
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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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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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Hruševar, Dario, Nikolina Ilijanić, Božena Mitić, Martina Weber, Katarina Husnjak Malovec, Anita Vucić, Tatjana Puljak, et al. "Dvije tisuće godina okolišnih promjena na području središnje Hrvatske – vegetacija, požari i hidrologija utjecani klimatskim prilikama i ljudskim pritiskom." Prilozi Instituta za arheologiju u Zagrebu 37 (2020): 117–64. http://dx.doi.org/10.33254/piaz.37.5.
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This paper presents the paleoenvironmental reconstruction of a mire sequence near the village Blatuša, with a focus on changes in vegetation composition, hydrological regime and fire history of the Banovina/Kordun area during the last two millennia. For this purpose, pollen, non-pollen and charcoal analysis were done. By the application of CONISS statistical analysis three different pollen assemblage (sub)zones could have been distinguished: a dominance of alder-beech/oaks from the 2nd to the middle of the 7th century, followed by a prevalence of grasses-beech/oaks till the end of the 13th century. Finally, an assemblage of grasses-hornbeam/oaks populated the area from the 14th to the beginning of the 20th century. The high abundance of peat mosses (Sphagnum) from the 11th to the end of the 14th century must indicate increased precipitation and higher frequencies of rainfall during the Medieval Climate Anomaly. Transition from an ombrotrophic to minerotrophic phase of mire evolution during the Little Ice Age is caused by changing in moisture level, with somewhat wetter period prevailing till the middle of the 17th century followed by drier conditions till the beginning of the 20th century. Although cereal pollen grains first appear from the layers dated to the late 14th century and the proportion of secondary anthropogenic indicators were low during the entire Middle Ages, a large number of charcoal particles suggests stronger anthropogenic activity than indicated by observed changes in vegetation composition. Still, a sharp rise of non-arboreal pollen during the Migration period most likely reflect a general natural succession process on mire surface than persuable proof of Avaric-Slavic impact on vegetation. Direct anthropogenic pressure indicated by weeds and cereal pollen can be tracked from the Late Middle Ages onwards.
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Onishchenko, E. I. "POLISH AESTHETIC DISCOURSE OF THE 20TH CENTURY: INTERPRETATION OF INTERPRETATIONS." UKRAINIAN CULTURAL STUDIES, no. 1 (2) (2018): 25–29. http://dx.doi.org/10.17721/ucs.2018.1(2).05.
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The article is devoted to the analysis of the Polish aesthetic discourse of the twentieth century and the prospects for its interpretation in the Ukrainian aesthetics, particularly in the works by Kateryna Shevchuk, defended at the department of ethics, aesthetics and culture studies of Taras Shevchenko National University of Kyiv. These research greatly extend the idea of the aesthetic canon of the Polish thought, classically represented by the aesthetics R. Ingarden and W. Tatarkiewicz and reveal the names of virtually unknown in Ukraine Polish scientists, including special interest is the legacy of L. Blaustein, M. Wallis, H. Elzenberg and G. Ossowski. In particular, this perspective covers traditional for the twentieth century aesthetics problems, including psychology of art, collective aesthetic experience, ratio, fantasy, and imagination. Also, new interpretive perspectives of sublime and ugly, aesthetical experience are opened. The theoretical orientations of the Polish scholars, in one way or another, were connected with the cornerstones of the aesthetic science - its subject, the conceptual-categorical apparatus, the structure of aesthetic consciousness, the phenomenon of artistic creativity, the specific nature of art, and others. In the process of conceptual concretization, in the field of Polish aesthetics a number of problems have been rather clearly distinguished, among which the special attention of practically all of its leading representatives has attracted the phenomenon of aesthetical experience. K. Shevchuk’s investigation opens up an opportunity, at least in the format of a secondary interpretation, to join the research of the Polish scholars, whose work proved to be a giant "white spot" for the Ukrainian aestheticians. Introducing actually unexplored concepts Polish scientists to the modern Ukrainian aesthetic theory not only facilitates the opening of "unknown pages" in the history of the twentieth century aesthetics, but also makes actual mark of new approaches to the analysis of classical problems, the relevance of which will never be a subject of doubt.
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Chimbi, Godsend T., and Loyiso C. Jita. "Resurgence of Large Class Sizes and Pedagogical Reform in 21st Century Secondary School History Classrooms." Research in Social Sciences and Technology 6, no. 3 (October 1, 2021): 45–63. http://dx.doi.org/10.46303/ressat.2021.24.
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This paper examines the interaction between class size and teachers’ selection of teaching methods while implementing a new history curriculum in Zimbabwean secondary schools. Policy makers, parents, teachers, and students are worried about large class sizes because they are associated with higher dropout rates, less teacher-student interaction and rote pedagogy. Although class sizes had significantly declined in the latter half of the 20th century, the growth of online learning has witnessed class sizes ballooning in the 21st century, reigniting the class size debate. The large class size challenge has re-emerged in the developed North although the problem has never been resolved in the developing South. Using the theoretical lens of symbolic interactionism and a qualitative multiple case-study approach, data were collected over an eight-week period using document analysis, semi-structured interviews and lesson observations. Results seem to challenge the conventional view that large classes coerce teachers to use rote pedagogy and small classes encourage learner-centric practices. Teachers’ choices of teaching methods were neither linked to class size nor new pedagogical policy. Instead, teachers’ personal philosophy to instruction appeared to be the decisive factor to the teaching methods they used, rather than the size of the class. To promote pedagogical change, improving teacher quality appears a more valuable and cheaper investment than constructing new schools and employing more teachers to reduce class sizes.
Dissertations / Theses on the topic "Secondary Victoria History 20th century"
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O'Hanlon, Seamus. "Home together, home apart : boarding house, hostel and flat life in Melbourne, c1900-1940." Monash University, Dept. of History, 1999. http://arrow.monash.edu.au/hdl/1959.1/8568.
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Liddell, Max. "Protecting children or reluctant parenting? : themes in child welfare history in Victoria from 1970 to 2000." Monash University, Dept. of Social Work, 2003. http://arrow.monash.edu.au/hdl/1959.1/5865.
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Makin, Dorothy. "Policy making in secondary education : evidence from two local authorities 1944-1972." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.
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The 1944 Butler Act laid the legal foundations for a new secondary education system in England, one which would see all children entitled to free and compulsory schooling up to the age of 15. The Act therefore represented a bold step forward in the pursuit of a fairer society: expanding access to training and qualifications, while promoting a more equal distribution of educational opportunities. This thesis explores the process of constructing and delivering secondary education policy in England following the 1944 Butler Education Act. It offers a close examination of two Local Education Authorities- Oxfordshire and Buckinghamshire- exploring how they interpreted and implemented 'secondary education for all' after the Second World War. The dissertation is composed of two parts: Part One looks at how selective secondary schooling was developed and operated in the respective areas between 1945 and 1962; Part Two explores the response of both authorities to the prospect of reforming secondary education after 1962. By exploring the process of policy implementation after 1944, Part One of this thesis highlights the problems of delivering secondary education for all in an era of resource constraint. It is demonstrated in this thesis that Local Authority capacity to build new schools was firmly tethered to Ministerial control. The relatively low priority accorded to education created a decade-long delay between the announcement of policy change and its eventual delivery. The implications of this delay at the Local Authority and school level are explored in chapters three and six. Chapters four and seven question how resources were distributed between selective and non-selective school sectors, while chapters five and eight evaluate the treatment of selective education within each authority, asking how policy makers conceived of, and operated, the grammar school and secondary modern sectors. Part Two of this thesis turns to the question of secondary organisation. Debates surrounding the question of comprehensive rather than selective systems of secondary schooling dominated discussions about secondary education policy in the later twentieth century. When it came to comprehensive re-organisation, Oxfordshire and Buckinghamshire opted for different paths: Oxfordshire adopted comprehensive schooling relatively early with a remarkable degree of county-wide consensus, while Buckinghamshire fiercely resisted external and internal pressure to reform. Chapter ten of this thesis is devoted to identifying the drivers of comprehensive reform in Oxfordshire. Chapters eleven and twelve explore the Buckinghamshire story establishing how and then why this county successfully held-out against wholesale policy change.
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Winfield, Sarah Jane. "Education for international understanding : British secondary schools, educational travel and cultural exchange, 1919-1939." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708957.
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Chen, Shuangli, and 陳霜麗. "Cultivating new ryōsai kenbo : St. Agnes' School in the Meiji period." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209473.
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This thesis examines the contribution and influence that American Protestant missionary girls’ schools had on Japanese women’s education during the Meiji period. Between 1868 and 1912, over thirty missionary girls’ schools were established. These schools had the primary aim of introducing Christianity to Japanese female students. However, at the same time, they provided young women with opportunities for schooling outside of their families and played a pioneering role in promoting “Western enlightenment” inside and outside the classrooms. Set against the backdrop of Japan’s modernization efforts, this thesis uses as a case study St. Agnes’ School (Heian Jogakkō), one of the oldest missionary girls’ schools in the Kansai region, to consider how it cultivated new middle-class women through its education.
Under the slogan of ryōsai kenbo (good wife, wise mother), the Japanese government introduced primary school education for girls as a part of its initiative to build a modern nation. The government considered the home women’s proper sphere and showed little interest in developing women’s secondary and higher education in the first two decades. Therefore it was private schools including missionary girls’ schools like St. Agnes’ that stepped in and filled the void for secondary education. Furthermore, the school introduced advanced courses such as bungaku bu (Arts Division) and kasei bu (Home Economics Division) in 1895. The aim of bungaku bu was to cultivate women who could engage in work for the public benefit.
St. Agnes’ School was established by the Episcopal Church of the United States of America in 1875 in Osaka and later moved to Kyoto in 1895. The thesis explores the academics and practical skills St. Agnes’ taught in its classrooms, chapel, and dormitory. These included English language, Bible classes, science, physical training, and domestic science, including skills such as needlework and the concept of hygiene, which were considered important for American middle-class women. In addition, the school presented regulations on girl students’ decorum, provided a mentoring relationship between missionaries and students, and encouraged girl students to participate in charity and volunteer work such as raising funds for the poor, orphans, and disaster victims.
By using historical documents, including the letters of American Episcopal missionaries and students’ letters and essays in from the archives of St. Agnes’ School, the thesis argues that missionary girls’ schools like St. Agnes’ School cultivated new ryōsai kenbo and ultimately new middle-class womanhood. It presents a case study of its two star graduates: Ukita Fuku, a scholarship recipient who later became a teacher at her alma mater; and Izumi Sonoko, who successfully developed American cookie-baking skills into a family business and became one of the most successful businesswomen and philanthropists of her time. Through their missionary school education, they acted as new middle-class women who engaged in “socially sanctioned activities” such as teaching and charity services in the social sphere. The education helped to construct new norms for middle-class women who worked in both domestic and social spheres in modern Japan.published_or_final_version
Modern Languages and Cultures
Doctoral
Doctor of Philosophy
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Kaplan, Stacey Meredith 1973. "The modern(ist) short form: Containing class in early 20th century literature and film." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10574.
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ix, 182 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.My dissertation analyzes the overlooked short works of authors and auteurs who do not fit comfortably into the conventional category of modernism due to their subtly experimental aesthetics: the versatile British author Vita Sackville-West, the Anglo-Irish novelist and short-story writer Elizabeth Bowen, and the British emigrant filmmaker Charlie Chaplin. I focus on the years 1920-1923 to gain an alternative understanding of modernism's annus mirabulus and the years immediately preceding and following it. My first chapter studies the most critically disregarded author of the project: Sackville-West. Her 1922 volume of short stories The Heir: A Love Story deserves attention for its examination of social hierarchies. Although her stories ridicule characters regardless of their class background, those who attempt to change their class status, especially when not sanctioned by heredity, are treated with the greatest contempt. The volume, with the reinforcement of the contracted short form, advocates staying within given class boundaries. The second chapter analyzes social structures in Bowen's first book of short stories, Encounters (1922). Like Sackville-West, Bowen's use of the short form complements her interest in how class hierarchies can confine characters. Bowen's portraits of classed encounters and of characters' encounters with class reveal a sense of anxiety over being confined by social status and a sense of displacement over breaking out of class groups, exposing how class divisions accentuate feelings of alienation and instability. The last chapter examines Chaplin's final short films: "The Idle Class" (1921), "Pay Day (1922), and "The Pilgrim" (1923). While placing Chaplin among the modernists complicates the canon in a positive way, it also reduces the complexity of this man and his art. Chaplin is neither a pyrotechnic modernist nor a traditional sentimentalist. Additionally, Chaplin's shorts are neither socially liberal nor conservative. Rather, Chaplin's short films flirt with experimental techniques and progressive class politics, presenting multiple perspectives on the thematic of social hierarchies. But, in the end, his films reinforce rather than overthrow traditional artistic forms and hierarchical ideas. Studying these artists elucidates how the contracted space of the short form produces the perfect room to present a nuanced portrayal of class.
Committee in charge: Paul Peppis, Chairperson, English; Michael Aronson, Member, English; Mark Quigley, Member, English; Jenifer Presto, Outside Member, Comparative Literature
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Pirotte-Bourgeois, Marie-Louise. "La lente émergence de l'enseignement secondaire laïque pour filles en Belgique (1864-1934)." Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212661.
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Turpin, Pamela C. "A comparative analysis of reforms in organizing curricula and methods of secondary science instruction in the United States during the last decades of the nineteenth and twentieth centuries." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10032007-171651/.
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Morton, Anne Caroline. "The place of classical civilization in the school curriculum." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1001444.
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Classical Studies, as a subject, has not been seriously presented in many schools until fairly recently. Britain initiated the introduction of Classical Studies to the school curriculum in 1974, and interest has continued to grow steadily in other countries like America, New Zealand, Australia and Canada. This thesis was started on the assumption that this entirely new subject could be introduced into the curriculum for standard six and seven pupils at South African schools, for reasons which will be given later. As work continued on the thesis, the 1985 syllabus for Latin lent it further impetus. Some of the implications of the new Latin syllabus will be considered in the conclusion (Introduction, p. 6)
Books on the topic "Secondary Victoria History 20th century"
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Sterling, Stuckey, and Holt, Rinehart, and Winston, Inc, eds. The American nation in the 20th century. Austin [Tex.]: Holt, Rinehart and Winston, 1996.
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Maloney, Alison. Life after Victoria, 1900-1909. Barnsley: Remember When, 2008.
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Boyer, Paul S. The American nation in the 20th century. Austin, [Tex.]: Holt, Rinehart and Winston, 1998.
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Organization, International Baccalaureate, ed. 20th century world history: Course companion. Oxford: Oxford University Press, 2009.
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Wilcox, Claire. Bags: Icons of style in the 20th century. London: Apple, 1998.
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Tex.) St. Thomas High School (Houston. St. Thomas High School in the 20th century. Houston, Tex: The School, 2000.
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Nash, Gary D. American odyssey [kit]: The United States in the 20th century. New York: Glencoe, 1999.
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University of Wales, Aberystwyth. Centre for Educational Studies, ed. Developments in sport, leisure & tourism during the 20th century. Aberystwyth: CAA, 2012.
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Shaw's people: Victoria to Churchill. University Park: Pennsylvania State University Press, 1996.
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Nagy, Péter Tibor. The meanings and functions of classical studies in Hungary in the 18th-20th century. Budapest: Hungarian Institute for Educational Research, 1991.
Find full textBook chapters on the topic "Secondary Victoria History 20th century"
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Kataoka, Kei. "Descriptive geometry in middle school mathematics teaching in Japan (1905-1946)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 57–72. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.05.
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Teaching of descriptive geometry began in 18th-century France and became widespread in tertiary and secondary education worldwide throughout the 19th century. Until the 20th century, educators often described two aims of descriptive geometry – technical education and mathematics education. In Japan, descriptive geometry was introduced into engineering and artistic higher education after the Meiji Restoration of 1868. Descriptive geometry became part of the general secondary school curriculum in the 1880s, but it had been taught under the auspices of arts and crafts education rather than mathematics. In the early 20th century, Japanese mathematics educators began to focus on descriptive geometry as a way to reform solid geometry. When Japan’s secondary school curriculum was revised in 1942, descriptive geometry was included in solid geometry and mathematics for the first time. Although this curriculum lasted only until 1946, it was the fruit of many educators’ labors and is worthy of examination. This paper examines several books and documents from the early 20th-century Japan and shows that there was a technical, mathematics-oriented debate about the aim of descriptive geometry teaching as seen in Europe. Keywords: descriptive geometry, solid geometry, secondary school, middle school, Nobutaro Nabeshima, Minoru Kuroda
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Araújo de Oliveira, Maria Cristina, and José Manuel Matos. "Shaping analytic geometry as a secondary school subject. A comparative study." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 43–56. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.04.
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A comparative study exploring textbooks used in two distinct educational systems, Brazil and Portugal, was performed focusing on the ways in which analytic geometry was developed as a secondary school subject. Our analysis concentrates on textbooks from the late 19th century until the middle of the 20th century known to be used in schools. Keywords: history, analytic geometry, textbooks, mathematics education
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S.Szabó, Márta. "Historical Overview of the Teaching of Music Theory Subjects as Part of the School Curriculum in Hungary." In Studies in Music Pedagogy - The Methodological Revitalisation of Music Education. University of Debrecen Faculty of Music, 2020. http://dx.doi.org/10.5434/9789634902263/5.
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The primary sources for a historical overview of secondary-level musical education in Hungary are publications on school histories, yearbooks, and the work of outstanding teachers. An overview of theoretical subjects is made far more difficult, however, by the fact that both the name and content of these subjects have undergone considerable change over time. It was only in the mid-20th century when secondary-level musical education became independent from an earlier institutional form, the music school (Zenede in Hungarian), which taught a far wider range of age groups, lasted for 10-11 years, and characterised earlier music education for decades. Music schools, which offered, among others, secondary-level musical training, had existed since the second half of the 19th century. This paper is part of a more comprehensive methodological work designed to bring to light the historical teaching of music theory in Hungarian musical training with regard to its roots, curricula, handbooks, and teaching practices up to the mid-20th century, when the system of secondary schools specialising in music education was established. Keywords: history of music teaching, professional musical training, teaching music theory
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Caplan, Louis R. "Reintroduction to Medicine and Neurology in Montreal." In C. Miller Fisher, edited by Louis R. Caplan, 67–80. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190603656.003.0005.
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Abstract: This chapter describes Fisher’s reintroduction to civilian life. His refresher course was in Montreal, Canada, at the Royal Victoria Hospital and the Montreal Neurological Institute, also called the “Neuro.” The history of the Neuro and its principal figure, Dr. Wilder Penfield, are also described. Academic medicine and research were well established in Montreal by the mid-20th century. The two fields and disciplines that were to be the cornerstone of Fisher’s later career, pathology and neurology, were among the centerpieces of medicine in Montreal at the time Fisher began his retraining in 1945. It was during these early post-war years that Fisher was introduced to and became interested in neurology.
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Fox, Karin. "The Natural History of the Normal First Stage of Labor." In 50 Studies Every Obstetrician-Gynecologist Should Know, 97–102. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190947088.003.0018.
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This article provides a summary of a landmark study on labor, in a large, multicenter modern cohort of women with singleton, vertex gestations. Emanuel Friedman published his original labor curve showing the expected progression of normal labor in 1955, and that for multiparous patients in 1956.2,3 He plotted the individual labor progression of 500 nulliparous laboring women from a single center to calculate the average progression of labor. In his cohort, 70% of whom were between 20 and 30 years old, many were Caucasian, and 55% of women were delivered via forceps. Dr. Friedman classically identified the second stage of labor starting at 4cm dilatation. Since the mid-20th century, many practice patterns have changed, and today’s population of women delivering in the United States is diverse and, on average, older and heavier than in 1955; therefore, use of the traditional labor curve has been questioned. The investigators in this study performed a secondary analysis of data from a multicenter cohort of 26,838 patients with singleton gestation, spontaneous labor, and normal outcomes. Using a sophisticated statistical approach Zhang et al. produced a modern labor curve.
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Mcmullen, David. "Denis Crispin Twitchett 1925–2006." In Proceedings of the British Academy, Volume 166, Biographical Memoirs of Fellows, IX. British Academy, 2011. http://dx.doi.org/10.5871/bacad/9780197264751.003.0016.
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Denis Crispin Twitchett was always at the forefront in exploiting the great changes that took place. He had every reason for confidence. Twitchett knew the European languages from his schooldays and, by virtue of his command of East Asian written languages, was well qualified to provide intellectual and scholarly leadership. His reading of academic Japanese was effortless and this gave him ready access to the best body of secondary scholarship on medieval Chinese economic history of the middle decades of the 20th century. Twitchett once said of himself that he ‘began life as a physical geographer, graduated in the high tradition of European Sinology, worked in the field of economic history, and administer[ed] a department of languages and literature’. All these very different fields exerted profound influence on his scholarship, interacting to make him the rounded humanist scholar that he became.
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Bartoszewski, Władysław T. "Rachel Ertel. Le Shtetl. La bourgade juive de Pologne de la tradition a la modenité. Paris: Payot. 1982. Pp. 321." In Polin: Studies in Polish Jewry Volume 1, 409–11. Liverpool University Press, 2004. http://dx.doi.org/10.3828/liverpool/9781904113171.003.0054.
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This chapter focuses on Rachel Ertel's Le Shtetl (1982). One of the most unusual characteristics of Poland as compared with other European countries, was a large Jewish presence in villages and townlets. In the inter-war period, approximately 30 per cent of Jews lived in such settlements. These settlements, shtetlekh, were fascinating centres of Jewish life and culture, and places of daily contacts between Jews and Christian Poles. It is therefore surprising how few books on the shtetl have been published. Hence, one welcomes every publication dealing with this important aspect of Jewish life before the Holocaust. Unfortunately, the work of Rachel Ertel does not fulfil expectations. The author, who teaches American and Jewish civilization in Paris, attempts to show the evolution of shtetlekh from tradition to modernity. The first quarter of the book is an historical summary of Jewish life in Poland from the Middle Ages to the beginning of the 20th century. This is based on secondary material only, much of which is quite old. The history of Jews in Poland is treated in total isolation from Polish history, about which the author knows precious little.
Conference papers on the topic "Secondary Victoria History 20th century"
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Alves, Lucca Ribeiro, Rodrigo Bartolomeu Sobral Neves, and Leonardo Santana Ramos Oliveira. "Impact of meningitis vaccination on mortality and notified cases of the disease in Brazil by region between 2009 and 2019." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.564.
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Introduction: Meningitis is a disease with an important history of epidemics during the 20th century. In Brazil, the National Immunization Program (PNI) reduced the general incidence rate of meningitis. However, meningococcal, bacterial,viral and unspecified meningitis are still a challenge in controlling the disease. Objective: Describe data related to vaccination coverage of meningitis, number of deaths and reported cases, between 2009 and 2019, by brazilian region. Design and Setting: Observational study of time series. Methodology: Used secondary data published in DATASUS for the period 2009-2019.The following data were used:Mortality considers deaths from meningitis and meningococcal infection, according to CID- BR-10. Cases were considered by the year of the first symptom and vaccines were evaluated:Meningococcus A/C(MnAC),Meningococcus B/C(MnBC), Meningococcal Conjugate-C (MncC),Meningococcal ACYW1325, Meningococcal B.Proportions were calculated to analyze the trend. Results: 204,211 notifications and 14,562 deaths between 2009 and 2019 were analyzed.The reported cases and deaths from meningitis were decreased by 29% and 34%,respectively.Northeast and Southeast regions stood out with the largest proportional reductions in deaths, with 45% and 37% respectively.For notifications,the Northeast had 54% and the Midwest had a 41% reduction. For Vaccination, all regions had an increase in the period described, with emphasis on the North with an increase of 18,006%,and the Northeast with 30,839%.In addition,the South region increased its applied doses by 499%,with a 4% reduction in deaths,and 10% in notifications. Conclusion:Despite it’s limitations, the analysis suggests the expansion of vaccine coverage contributes positively to the incidence and deaths from meningitis in the Brazilian population.