Journal articles on the topic 'Secondary Victoria History 20th century'
To see the other types of publications on this topic, follow the link: Secondary Victoria History 20th century.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Secondary Victoria History 20th century.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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?
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
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.
Full textAbstract:
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.
12
ALEXANDRACHE, Carmen. "Social and Individual in the Education Vision of 20th Century - An Analyse of the History Textbooks." Eurasia Proceedings of Educational and Social Sciences 21 (December 31, 2021): 15–24. http://dx.doi.org/10.55549/epess.1040440.
Full textAbstract:
Our paper proposes a theoretic approach of the education in Romanian society, especially of the study of history, from the communist regime until nowadays. For this issue, we analyzed the history school textbooks which were edited in 20th century to be used in the secondary and higher schools. The schoolbook is an education tool which has in general a bigger impact to students’ consciousness and behavior. Our study starts from the premise that the schoolbooks have been also an important ideological tool, used by the politic regime to influence the social attitude. As a consequence, the schoolbooks need to be analyzed from the political intentions. The paper proposes some notices focused on the understanding of the vulnerability concept from the political ideology perspective, the evolution of it, as it is reflected by the history schoolbooks speaking about society and individual. For this reason, we think our paper is a real support of the actual theoretical and practical concerns about the modern and equitable social principles. Our notices can contribute to increase the quality of human interactions, to social responsibility and to promote a correct connection between vulnerability and social attitude in actual human society.
13
Bakk, Miklós. "Regions – between History and Social Construction." Acta Universitatis Sapientiae, European and Regional Studies 10, no. 1 (December 1, 2016): 25–37. http://dx.doi.org/10.1515/auseur-2016-0018.
Full textAbstract:
Abstract The study aims to give a comprehensive explanation on how regional construction took place in the European history related to the state-building processes and how the historical heritage of the European state-construction influences today the social construction of the regions. With regard to the state-building processes, the study started from Hechter’s model of ‘primary’ and ‘secondary’ state and his interpretation on the relationship between core regions and peripheries. This model operates with the centralizing power of the state, but from the last decades of the 20th century it was proved via the ‘new regionalism’ that social construction processes became more relevant in shaping new subnational regions. This last aspect is described by Paasi, and the study argues for a new concept of regional identity as a territorial ‘product’ of interacting governance and local society.
14
Poiger, Uta G. "Irresistible Empire: America's Advance through 20th-century Europe. By Victoria de Grazia. Cambridge, MA: Belknap Press of Harvard University Press.2005. Pp. 608.Cloth $19.77. ISBN 0674016726." Central European History 41, no. 1 (March 2008): 146–48. http://dx.doi.org/10.1017/s0008938908000162.
Full text
15
Krämer, Maja, and Florian Dösseger. "Homosexualität ab dem 20. Jahrhundert in der Schweiz - ein Beispiel für die Umsetzung des Themas auf des Sekundarstufe l." Didactica Historica 6, no. 1 (2020): 125–32. http://dx.doi.org/10.33055/didacticahistorica.2020.006.01.125.
Full textAbstract:
This article deals with a teaching dossier on homosexuality in Switzerland in the 20th century, which was developed as part of a master’s thesis for lower secondary school and put into practice. The dossier’s concept provides a historical access to homo-sexuality through historical sources such as oral history interviews, images, texts and law articles. The teaching of the topic in a historical-social context should encourage students to adopt a tolerant attitude towards same-sex love.
16
Isra Sarwar, Muhammad Shamshad, and Farooq Arshad. "Crisis of Identity in 20th Century: The Case of the Sikhs in India." PERENNIAL JOURNAL OF HISTORY 3, no. 2 (December 20, 2022): 280–97. http://dx.doi.org/10.52700/pjh.v3i2.123.
Full textAbstract:
Punjab has been in turmoil since the partition of British India and now its predicament is the outcome of blend of factors. These factors may include mixing of religion with politics, central machination, vote-bank polities and obvious economic grievances. In the post-partition period, the Sikhs demanded affirmative discrimination largely based on colonial heritage job and regional autonomy. They started using ethnic symbols like history, geography, culture and land to gain sympathies of the masses and to attain greater political autonomy and economic benefits. Unfortunately, the Congress considered their struggle for identity disturbing for the secular outlook of India and put this social issue into the conceptual framework of communal politics and aligned it with Sikh tradition. The situation was politically engineered by Congress through mixing religion with politics and it took decisive actions following the divide and rule policy and extracted electoral benefits out of it. The militant operations against fellow the Sikh citizens and manipulated actions radicalized the society which created social unrest and urged the Sikhs to demand a separate state. This article has highlighted the Sikh political struggle for the
recognition of their separate identity and demand for Khalistan. The critically analyzed historical study is based on qualitative methods by using secondary sources.
Punjab has been in turmoil since the partition of British India and now its predicament is the outcome of blend of factors. These factors may include mixing of religion with politics, central machination, vote-bank polities and obvious economic grievances. In the post-partition period, the Sikhs demanded affirmative discrimination largely based on colonial heritage job and regional autonomy. They started using ethnic symbols like history, geography, culture and land to gain sympathies of the masses and to attain greater political autonomy and economic benefits. Unfortunately, the Congress considered their struggle for identity disturbing for the secular outlook of India and put this social issue into the conceptual framework of communal politics and aligned it with Sikh tradition. The situation was politically engineered by Congress through mixing religion with politics and it took decisive actions following the divide and rule policy and extracted electoral benefits out of it. The militant operations against fellow the Sikh citizens and manipulated actions radicalized the society which created social unrest and urged the Sikhs to demand a separate state. This article has highlighted the Sikh political struggle for the recognition of their separate identity and demand for Khalistan. The critically analyzed historical study is based on qualitative methods by using secondary sources.
17
Hati, Lila Pelita, Fitriaty Harahap, Suprayitno ., and Mokhtar Saidin. "The Maritime Historical Background Of Bogak Port (8-20 Century), Tanjung Tiram District, Batubara Regency, North Sumatera Province." International Journal of Culture and Art Studies 1, no. 1 (October 1, 2018): 28–35. http://dx.doi.org/10.32734/ijcas.v1i1.452.
Full textAbstract:
On January 2008 in the bank of the Bogak Beach, in the front of Fisherman Housing, Dusun XII Bogak Village, Tanjung Tiram District, Batubara Regency, North Sumatera Province found a boat. It was already researched that it was a heritage and related to that area in 18 century, and in that era was trade lines witches’ traders and fishermen from foreign countries sailed to Sumatera. Not only boat but also found Chinese ceramic and coins in 1734, 1752, 1760, 1780, 1781, 1788 and 1790 years. This paper tries to describe the role of Pantai Bogak Port at 18th Century until 20th Century in the east coast maritime, and to research the archaeological and historical resources in Tanjung Tiram Regency; to look for the authenticity from Batubara Regency, North Sumatera Province. It could be proud Indonesia, and give a horizon about the activities and the cultural human history in 18th century until 20th century.The data was from collecting data observation in the field, and to analysis data then to give recommendation. The information process is from collecting data about historical data and the archaeological data, and the collecting data was also used from the primer data through observation. The secondary data was from rapport, inventories register, study result, and from libraries.
18
Strapek, František. "Comparative Analysis of the Secondary School History Textbooks of the V4 Countries – an Overview of Genocides in the History of the 20th Century." Czech-Polish historical and pedagogical journal 11, no. 1 (2019): 120–36. http://dx.doi.org/10.5817/cphpj-2019-015.
Full text
19
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.
Full textAbstract:
"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"
20
Leontyeva, Varvara. "On the History of Studying Modal Verbs in the German Language." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 64–76. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-64-76.
Full textAbstract:
The article is an overview and a summary of the study of modal verbs in the German language in Russian and foreign linguistics, from Antiquity to the present day, in line with the holistic study of modality in world linguistics. Using the methods of generalization and systematization, the author analyzes monographs and articles by Russian and foreign experts in the field of the history of the German language, functional grammar, and morphology. While a considerable number of works by foreign and Russian linguists in the 20th century are devoted to the issues of semantics of preterite-present and modal verbs in specific historical periods of the development of the German language, there are still many open questions in this area. Throughout almost the entire 20th century, Germanists viewed modal verbs mainly as a means of expressing internal modality, i.e., the attitude of the speaker to the action being performed. However, in the late 20th and early 21st century, they began to actively study the subjective use of modal verbs. Much modern literature on the subject is devoted to the study of German modal verbs in the function of subjective (epistemic) modality. This article focuses on etymological, semantic, grammatical, and functional features of modal verbs in modern German and discusses a number of controversial issues, such as the question of whether modal verbs are a closed or open cluster of vocabulary, that is, whether it is possible, at the present stage of language history, to include other linguistic units into the category of modal units, it these other units answer certain semantic or grammatical criteria. It is also open to discussion whether there is a one-to-one corre-spondence between a modal verb and the type of modal relations that is expressed with the help of this verb in speech, and vice versa. The author highlights such significant aspects as grammaticalization of modal verbs, correlation of modal verbs with various types of modal relations, primary and secondary meanings of modal verbs, characteristics of the preterito-presentia, compatibility of modal verbs, and syntactic features of their usage. The relevance of this study lies in the fact that it gives a more comprehensive understanding of functions and pragmatics of modal verbs as a special lexical cluster in speech.
21
Acuña, Felipe. "An autonomous teacher subject as a force of pedagogical renewal: two historical moments of activation of the teacher’s movement in Chile." Espacio, Tiempo y Educación 8, no. 2 (December 23, 2021): 105–24. http://dx.doi.org/10.14516/ete.458.
Full textAbstract:
Based on Hugo Zemelman’s notion of the autonomous subject as the ability to react to circumstances, this article offers a theoretical reading of two historical moments of the Chilean teachers’ movement where processes of pedagogical renewal are unfolded through the activation of a teacher subject. The first moment takes place in the first half of the 20th century with the emergence of pedagogical experimentation and its ability to renew pedagogical «normalism» The second takes place at the end of the 20th century with the emergence of a Pedagogical Movement and its ability to renew a teaching policy configured by the economic parameters of neoliberal precariousness. Methodologically, I turn to secondary sources to analyse both historical moments. Rather than obeying a historiographic work, the analysis consists of a theoretical reading of both historical moments, and it illustrates that an autonomous teacher subject, capable of thinking critically about its circumstances, is key to unfolding processes of pedagogical renewal. By way of conclusion, I argue that both teachers’ movements share a process of activation and pedagogical renewal of the educational thinking of teachers. I also briefly refer to the political, theoretical, and practical challenge emerging from the analysis: how to keep autonomy flowing.
22
Володимир Марків and Ірина Онищенко. "HISTORICAL AND PEDAGOGICAL SOURCES OF PRIMARY SCHOOL TEACHERS’ TRAINING IN SECONDARY PEDAGOGICAL EDUCATION IN EASTERN UKRAINE AT THE BEGINNING OF THE 20TH CENTURY." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 104–10. http://dx.doi.org/10.31499/2706-6258.2(4).2020.223050.
Full textAbstract:
The article included a historical and pedagogical analysis of the primary school teachersʼ training in secondary education in eastern Ukraine at the beginning of the twentieth century. The search for new and effective theoretical and practical solutions to improve primary-school teachersʼ professional training has been accompanied by the study, generalization and creative rethinking of the historical and pedagogical experience of pedagogical education in Eastern Ukraine, in particular the impact on its genesis of pedagogical achievements at the beginning of the twentieth century, the scholarsʼ research on future elementary school teachersʼ training.The study of the history of primary school teachersʼ vocational training in the system of secondary education in Eastern Ukraine at the beginning of the twentieth century was carried out in the light of such methodological approaches: cultural, ethnopedagogical, axiological, personal, systemic, synergistic, and occupational.It was determined that in Eastern Ukraine in the early twentieth century the professional and pedagogical training of primary school teachers had its own national and socio-cultural specifics and features due to historical, cultural and socio-economic factors. The profession of the primary school teacher in the process of its formation has undergone certain changes in functional, semantic and organizational aspects. It was found that the primary school teachersʼ training in secondary education in Eastern Ukraine at the beginning of the twentieth century was in accordance with traditional and popular democratic approaches. The content and features of the teaching organization in pedagogical education institutions within a time defined frame have been described.It has been shown that an analysis of the historical and pedagogical sources of primary school teachersʼ training can be a valuable asset for planning the further development of a modern pedagogical education system.
23
Nyzhnikova, Svitlana. "Eparchial Women’s Schools in Ukraine in the First Two Decades of the 20th Century: Reform vs Stagnation?" Journal of V. N. Karazin Kharkiv National University. Series: History, no. 59 (June 29, 2021): 88–105. http://dx.doi.org/10.26565/2220-7929-2021-59-05.
Full textAbstract:
The paper explores the history of eparchial women’s schools during the first decades of the 20th century. These institutions underwent certain changes in their educational practices during the second half of the 19th century. However, problems gradually accumulated, which led to their lagging behind other women’s secondary schools in a number of aspects. In the early 20th century, there were many initiatives to reorganize them and adapt them to the modern times. The article considers the complex process that eparchial schools went through in order to match the educational level of women’s gymnasiums. Examining the changes in the educational process that were introduced as a result of the active participation of students of theological schools in the revolutionary events of 1905–1907, the author notes the close similarity of the demands made by students of eparchial schools and seminaries, because they concerned the most basic features and functioning of the entire network of theological educational institutions. The paper analyzes the draft of the new 1915 statute of the eparchial schools and compares it with the statute of 1868. The 1915 statute was developed over several years; its articles were discussed at various meetings of the Educational Committee of the Holy Synod and a special commission set up to negotiate requirements and proposals for the reform of the eparchial women’s schools. Particular attention is paid to the articles devoted to the modernization of the educational process. The author considers the sessions of the All-Russian Congress of Teachers of Theological Institutions and the All-Russian Congress of Clergy and Laity, which took place in the spring of 1917 and discussed further ways to transform these institutions. Attention is given to the process of the gradual liquidation of the entire system of theological education after the Bolsheviks seized power. It is concluded that the eparchial women’s schools underwent a continuous process of reform during the first decades of the 20th century, but these changes did not solve all of the problems that had accumulated over their history.
24
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.
Full textAbstract:
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.
25
KANG, THOMAS H. "Education and development projects in Brazil, 1932-2004: a critique." Brazilian Journal of Political Economy 38, no. 4 (October 2018): 766–80. http://dx.doi.org/10.1590/0101-35172018-2891.
Full textAbstract:
ABSTRACT The Second National Education Regulatory Framework (2nd LDB), enacted in 1971, changed the grade configuration of schooling levels in Brazil. This change made it challenging to construct a valid and reliable education spending data profile for 20th century Brazil. Previous work on the economic history of education in Brazil used the data provided according to the thesis of Maduro (2007). Wjuniski (2013) used that database and ran structural break tests and concluded that the Brazilian government underinvested in the expansion of secondary education. However, Wjuniski did not consider problems concerning: (i) data reliability and (ii) the effects of the 2nd LDB on education expenditure data. This paper shows that data on education spending in Brazil does not allow us to assert that there was an underinvestment in secondary education from 1971 onwards.
26
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.
Full textAbstract:
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.
27
Loyola, Manuel. "Editorial function and political project in the Chilean left of the 20th century. The case of Editorial Austral." Latinskaia Amerika, no. 11 (2022): 74. http://dx.doi.org/10.31857/s0044748x0022871-7.
Full textAbstract:
From a preferably qualitative perspective of analysis based on various primary and secondary printed sources, this work examines the thematic characteristics that shaped the editorial performance of the Austral label during its years of existence (1946—1973). Promoted and maintained by the Communist Party of Chile, studying this publishing experience opens us to the understanding of how, in terms of publishing history and the book that corresponds to us, the bibliographic production sponsored by this party was positioned, an activity that had to be carried out within the variety of discursive offers that, not without struggle, articulated the ideological sphere of the country in the mid-twentieth century. We postulate that, fully responding to the conceptual contours that modeled its performance, Austral served as a diffusion mechanism for an ideological bricolage of self-sufficient pretensions and, therefore, dispensed with, circumstances that would determine both the limited size of its editorial presence and its functional role. to the communist social discourse of the 20th century.
28
Caiceo Escudero, Jaime. "Génesis y Desarrollo de la Pedagogía de Dewey en Chile." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 131. http://dx.doi.org/10.14516/ete.2016.003.002.006.
Full textAbstract:
On the occasion of the 100th anniversary of the publication of John Dewey’s Democracy and Education, we analyse the impact of this seminal work on the history of education in Chile. We review and describe his influence on both secular and Catholic spheres in the country at the beginning of the 20th century, and the major milestones in the educational reforms implemented according to his theories. This historical study relies on both primary and secondary sources, and features a documentary analysis of the works influenced by his ideas. It forms part of a series of investigations on the topic carried out by the author over the last thirty years.
29
Gedik, Hatice, and Hamide Akbas Cosar. "Perception of Social Media in Secondary Students." International Education Studies 13, no. 3 (February 17, 2020): 6. http://dx.doi.org/10.5539/ies.v13n3p6.
Full textAbstract:
Communication has always been a basic need for human beings throughout the history. The Internet, which became widespread in the late 20th century, provided new and improved opportunities in communication. Social media, one of these communication opportunities, has become an indispensable means of communication. The aim of the current research is to determine which social media accounts the middle school students use and why they use social media. The sampling of the study is comprised of 211 students attending a state middle school in Turkey. In the current study, the participating students were asked to write an authentic composition with the title “use of social media” and the collected data in this way were analyzed by using the content analysis method. According to the results obtained in the current study, it can be argued that the participating children are aware of the negative effects of the use of social media on their social life, academic achievement and health. However, despite these negative effects, they find it difficult to keep themselves away from social media. According to the participating students, social media is a harmful communication tool that makes it easy to get information and news, is entertaining, addictive and not suitable for children.
30
Fernández, Víctor M. "“What the great Alexander and the famous Julius Caesar wanted so much to see”. A commemoration of the fourth centenary of the Blue Nile Sources discovery by the Spanish Jesuit Pedro Páez Xaramillo (April 21th, 1618)." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 012. http://dx.doi.org/10.3989/chdj.2019.012.
Full textAbstract:
On April 21, 1618 Pedro Páez visited the small spring where the waters of the Blue Nile rise before passing through Lake Tana. The site had been seen before by the military leader of the group of Ethio-Portuguese descendants of the Portuguese soldiers who had helped the Christian kingdom in the wars of 1541-1543, who passed the news to the missionaries shortly before 1607. In both cases the Ethiopian kings, Särsä Dengel and Susenyos, took them to the sources, showing that the local population had a clear knowledge of the river course. Páez was the first European who described all its characteristics, occupying a complete chapter of his “History of Ethiopia”. Although this book was not published until the 20th century, the manuscript was copied and the information was incorporated into the global knowledge before the end of the 17th century, through the works of the German Jesuit Athanasius Kircher and the maps of the Venetian geographer, Vincenzo Coronelli. In this way, a problem that had intrigued travellers, geographers and historians since antiquity was solved. The next European who visited the place was the Scottish James Bruce in 1770, and the sources in Lake Victoria of the other large arm of the river, the White Nile, were not discovered until two and a half centuries later, with the travels of the English John Hanning Speke in 1858-1862.
31
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.
Full textAbstract:
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.
32
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.
Full textAbstract:
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.
33
Богдан, О. М. "КАТЕГОРІЯ ПАМ’ЯТІ В РОМАНІ РОМЕНА ГАРІ «ПОВІТРЯНІ ЗМІЇ»." Humanities journal, no. 2 (July 29, 2019): 64–72. http://dx.doi.org/10.32620/gch.2019.2.07.
Full textAbstract:
Humanity has always thought about memory, its features, its role and significance in an individual’s life and society. However, in the 20th century much more attention was paid to this characteristic of human mind in science and art than before, besides, the interpretations of this concept have become quite changeable and diverse.At the end of the 19th and the beginning of the 20th century in the scientific field, memory was viewed as a purely personal, individual act of recollection (A. Bergson, Z. Freud), however, later the theories of collective memory and the memory of entire groups and nations appear (M. Halbvaks, P. Nora, I. Assman). Due to the tragic events of the 20th century history and the gradual passing away of its witnesses, the subject of memory also becomes popular in art, especially in literature.The purpose of the article is to determine what place in the artistic basis of Romain Gary's «The Kites» the category of memory occupies, what meaning it carries and in what varieties it is used in the novel.The relevance of the article is due to the fact that since 2018 Romain Gary's novel «The Kites» has been included in "Foreign Literature" curriculum of secondary education as one of the optional works, and the theme of memory is only mentioned but not thoroughly studied in the existing critical articles.Having carried out the research, we may conclude the following: 1. Memory as a characteristic of human mind and a socio-cultural phenomenon becomes the object of close attention of both scholars and people of art in the twentieth century. 2. Such interest to the above-mentioned phenomenon was caused, firstly, by the peculiarities of the historical process in the 20th century, full of disastrous events that people tried to forget as a traumatic experience; secondly, by the emergence of new concepts of memory in philosophy and psychology.For Romain Gary and the heroes of his novel «The Kites», memory is a pledge of active citizenship of a person, a source of threat to his existence and an erroneous perception of reality, lack, weapon and a source of strength in the fight against evil, a pledge of peace and harmony, sense of life and redemption from non-existence and a path to eternity for a certain person.
34
Yolaçan, Serkan. "Azeri networks through thick and thin: West Asian politics from a diasporic eye." Journal of Eurasian Studies 10, no. 1 (January 2019): 36–47. http://dx.doi.org/10.1177/1879366518814936.
Full textAbstract:
This article makes a case for the geographical concept of West Asia and develops a specific proposal for its usage: an intervention to open up the closed box of the Middle East to post-Soviet Eurasia in the north and to the rest of Asia in the east. It advances this transregional perspective from the viewpoint of an old imperial frontier, Transcaucasia, and its erstwhile Azeri diaspora. By drawing on archival material, oral histories, contemporaneous print media, and secondary literature, this article traces the movement of Azeris from the Transcaucasian frontier into the political domains of Iranians, Russians/Soviets, and Turks/Ottomans, and show how their movements became avenues for political subversion, territorial expansion, and informal diplomacy over the course of the 20th century and until today.
35
Subekti, Arif. "Ekspansi Kompeni Hingga Sanad Kiai-Santri: Sejarah Islamisasi Ujung Timur Pulau Jawa Abad XVII—XX." SHAHIH : Journal of Islamicate Multidisciplinary 2, no. 1 (June 21, 2017): 1. http://dx.doi.org/10.22515/shahih.v2i1.686.
Full textAbstract:
This study aims to examine the history of Islamization missionary in Banyuwangi, Eastern Java from 17th century to 20th century. This study identifies the agent of Islamization, motive, a model of da'wah, as well as narrating the attitude and form of acceptance of the Banyuwangi communities. This study deals with a historical approach to gain the answer to the research questions and uses the primary and secondary data such as archives, oral sources, and some relevant references. The conclusions of this study are; first, the Eastern Java was the last section region of Islamization in Java; second, the collaboration of colonial power and the Kingdom of Mataram played important role in Islamization process; third, the depopulation has direct relation toward Islamization and domination of Java and Madura ethnicity; fourth, the chain of Islamic scientific and teacher-students relationships describe the teacher-student lines of Islamization.
36
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.
Full textAbstract:
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.
37
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.
Full textAbstract:
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.
38
Kopel, Jonathan, and Gilbert Berdine. "Winters’s formula revisited." Southwest Respiratory and Critical Care Chronicles 7, no. 27 (January 18, 2019): 43–49. http://dx.doi.org/10.12746/swrccc.v7i27.512.
Full textAbstract:
The fundamentals of acid-base physiology underlie numerous pathological processes and treatments. The modern methods used to evaluate a patient’s acid-base status are based on Lawrence J. Henderson’s early work on the thermodynamics and kinetics of acid-base reactions. Henderson’s work eventually culminated in two groundbreaking papers advancing our understanding and approaches to measuring a patient’s acid-base status. However, Henderson’s formula failed to provide information on the secondary compensation to primary acid-base disturbances. During the mid-20th century, two physicians, Horace W. Davenport and Robert W. Winters, revealed the physiological mechanisms and provided a mathematical description of acid-base physiology. In this paper, we discuss the history of acid-base physiology and revisit Winters’s formula with respect to extreme disturbances in pH.
39
Huntington, Rania. "Family History in an Old Genre: The Strange Tales of Lü Meisun and Guo Zeyun." Religions 10, no. 10 (September 23, 2019): 547. http://dx.doi.org/10.3390/rel10100547.
Full textAbstract:
Recording personal and family history has been a secondary purpose of the zhiguai (tales of the strange) genre from its inception. As there is no proven female author of a surviving collection before the 20th century, these family histories were shaped by male collectors recording tales told by both female and male informants. Yet in the Republican period, when the practice of recording strange incidents from memory or hearsay had become a marginal practice, Lü Meisun 呂美蓀 (1881–1945) published two collections. Lü’s work stands at a fascinating intersection of gender, genre, and cultural change. She presents a family history centered on the female side of her family and her personal spiritual autobiography against the larger backdrop of cultural transformation from the late Qing through the Republican period. In this paper, I consider a male author of zhiguai during the same years, Guo Zeyun 郭則澐 (1882–1946), for comparison. With their differing conceptions of family, both writers strive to convert familial memory and strange experience into meaning relevant for a wider audience in the present moment.
40
Мurtozova, S. B. "From the history of music education in Uzbekistan." International Journal on Integrated Education 2, no. 4 (October 3, 2019): 32–38. http://dx.doi.org/10.31149/ijie.v2i4.108.
Full textAbstract:
This article is devoted to the study of the history of music education in Uzbekistan. Generalized questions about the changes in the field of music that occurred after the establishment of Soviet power in Uzbekistan, the subordination of music education to the ideas of communist ideology, the organization of local music, choral schools, schools of folk music, which focused on the promotion of European music.
Analyzed information about the first institutions of music education organized in the region at the beginning of the 20th century, the representatives who carried out their activities there, as well as the transformation processes that took place in this area, the formation of the music education system, ranging from elementary schools to higher musical education.
Considered such issues as the creation of textbooks, textbooks on music education, the publication of collections of children's songs, other books for schools and kindergartens, since the 30s of the twentieth century.
The opening of musical institutions in a number of regions of the country in the 60s of the twentieth century was important in the positive solution of the personnel question in the musical sphere, the organization of special classes on Uzbek folk musical instruments in all these institutions were positive changes in the musical sphere, these data are highlighted based on archival sources.
At the same time, the article describes the changes that occurred during the years of Soviet power in the field of music education in Uzbekistan, in particular, the organization of primary music schools, music schools, changes in this area, problems, information about the material and technical base of music education institutions.
The essence of such issues as widespread promotion of music schools mainly in large cities of Uzbekistan, training in these educational institutions in most cases only urban children, problems existing in this field, the proportion of representatives of local nationalities, teaching music theory in secondary schools, special music schools, colleges and conservatories was one of the most serious problems.
41
Amado, María Luisa. "Impressions of National History: Retracing Panama through Memory Lines." Journal of Latino/Latin American Studies 11, no. 1 (January 1, 2021): 24–41. http://dx.doi.org/10.18085/1549-9502.11.1.24.
Full textAbstract:
Abstract Against the background of the 30th anniversary of the invasion of Panama by U.S. troops, this article analyzes cross-generational differences in how Panamanians evoke and signify this event. Panama’s current climate is ideal to explore this topic, because 2019 also marked 500 years since the foundation of Panama City. This article focuses on how different generations revamp collective memory and relate a story that befits the circumstances of their time. Drawing on informal interviews, secondary data, and relevant aspects of family biography, it examines the interplay between generational drifts and subjective knowledge of Panama. This analysis spotlights how local and transnational processes intersect with biography, shaping perceptions of national history. By the end of the 20th century, U.S. militarized presence in the Panama Canal Zone gave way to a less conspicuous—yet no less significant—influence over Panamanian affairs. Thereupon, past generations’ concern with sovereignty has been overshadowed by a growing focus on the country’s integration in the global economy. While Panamanian millennials are not oblivious to recent U.S. armed intervention, their attitude towards this action is impersonal and dispassionate. Their perception of an increasingly faster course to meet the future dovetails with both a subjective distancing from Panama’s neocolonial history and a growing disconnect from the anti-imperialist discourse of past generations.
42
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.
Full textAbstract:
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.
43
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.
Full textAbstract:
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.
44
Fernàndez Gonzàlez, Jorge. "Mujeres pioneras: la catedrática de instituto Rosario Fuentes." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 487. http://dx.doi.org/10.5944/hme.14.2021.27510.
Full textAbstract:
If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.
45
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.
Full textAbstract:
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.
46
Liu, Chong. "Secondary Education and Class Stratification: Understanding the Hierarchy of Sexuality Education in a Chinese Vocational High School." Children 9, no. 10 (October 5, 2022): 1524. http://dx.doi.org/10.3390/children9101524.
Full textAbstract:
The discussion of sexuality education has a long history in China since the onset of modernisation in the early 20th century. Sexuality education has also existed in China’s educational system for a long time but in various forms. However, the discussions regarding students’ experiences and the influence of social stratification in China’s particular social context are still limited. From March to September 2019, the author visited an academic high school (pugao) and a vocational high school (zhigao) in Tianjin, China, to gain first-hand data to understand young people’s sexuality education experiences. In this paper, the author specifically paid attention to China’s social class, a rarely discussed topic in China’s society. She also tried to listen to the voices of young people and schoolteachers and help them to be heard. By presenting the insights from schoolteachers, students, as well as the materials from a nationally approved textbook, the author conducted a thematic analysis about how social class influences young people’s sexuality education experiences in secondary education in China.
47
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.
Full textAbstract:
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.
48
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.
Full textAbstract:
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.
49
Nikulina, I. N., M. N. Potupchik, and K. S. Kaliyeva. "The Cultural and Educational Activities of the Political Exiles in Ust-Kamenogorsk (the 1880s — Early 20th Century): Some Aspects." Izvestiya of Altai State University, no. 6(128) (December 12, 2022): 32–36. http://dx.doi.org/10.14258/izvasu(2022)6-04.
Full textAbstract:
The Siberian political exile of the 19th — early 20th centuries is an interesting multifaceted topic with a significant number of issues that require a comprehensive in-depth study. Despite the extensive range of studies on the Siberian political exile history, for some questions a thorough careful research is needed. This work is focused on one of the aspects of the versatile activities of the political exiles — cultural and educational activities. The relevance of this topic is determined by the importance of further development of Russian-Kazakh relations, taking into account the historical experience of interaction between the political exiles and the local population, determining the contribution and significance of the cultural and educational activities of the exiles in the life of the region. The article aims to review the cultural and educational activity of the political exiles in Ust-Kamenogorsk in the 1880s — early 20th century and define its significance for the social development of the city and the region. Based on the available sources and literature, the work reflects the issues of the city cultural and educational institutions formation and the actual participation of the political exiles in it. New information on their biographies is added. Many Ust-Kamenogorsk secondary and vocational schools, museums and libraries were opened thanks to the cultural and educational activities of the political exiles who advocated for the elimination of illiteracy and the development of culture. Special courses were organized, the People's House was created. Undoubtedly, this showed exiled people’s pro-active approach to life aimed at spreading knowledge among the local population and the cultural development of the city and the region.
50
Kravtsova, Valentina, and Olga Tutubalina. "Dynamics of the northern ecosystems of the Norilsk industrial region under the conditions of technogenic impact and climate warming (a review)." InterCarto. InterGIS 27, no. 3 (2021): 151–70. http://dx.doi.org/10.35595/2414-9179-2021-3-27-151-170.
Full textAbstract:
The Norilsk Mining and Metallurgical Plant for the production of nickel, platinum and palladium is the main pollutant in the Arctic. The nature and degree of its impact on natural ecosystems over a long, since 1935, history of its work, varied along with changes in production volumes under different forms of ownership, and the response of ecosystems developed against the background of climate warming. Based on a review of studies carried out in the region, periods with different ratios of technogenic and natural factors in the dynamics of ecosystems are distinguished, which also differ in the methods of their study. In the second half of the 20th century, in the 1970s–1990s, an increase in sulfur dioxide emissions into the atmosphere led to the drying up of larch forests at a distance of up to 120 km southeast of the plant, recorded by aerial photography and forest pathological studies, as well as by a map of the ecosystems state, compiled by Landsat imagery and MSU field research. At the end of the 20th century, after the collapse of the USSR, an interruption in the operation of the plant, which passed from state to private ownership, led to a decrease in production rates and emissions into the atmosphere. This was combined with climate warming, which intensified in the Arctic regions. Complex expeditionary work of Siberian scientists in the first decades of the XXI century, including geochemical and dendrochronological studies, fixed the boundaries of zones of varying degrees of disturbance of ecosystems, but at the same time showed that along with the continuing degradation of vegetation, partial restoration of ecosystems is taking place. At the end of the second decade of the XXI century, Russian and American scientists, based on the processing of large volumes of remote sensing data, based on a multi-temporal analysis of vegetation indices, discovered the “greening” of low habitats in the Norilsk region as a result of secondary succession with a complex interaction of technogenic and natural, primarily climatic, factors.