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Books on the topic 'Secondary Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Teese, Richard. For the common weal: The public high school in Victoria, 1910 - 2010. North Melbourne: Australian Scholarly, 2014.

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2

Australia. Commonwealth Department of Human Services and Health. Secondary School students' drug use: Comparison of patterns in Victoria and New South Wales 1992. Canberra: Australian Government Publishing Service, 1994.

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3

Greene, Victoria E. Linguistics guide: An approach to teaching decoding skills to secondary students / authors, Victoria E. Greene, Mary Lee Enfield. Bloomington, MN: Language Circle, 1988.

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4

Initial encounters in the secondary school: Sussing, typing, and coping. London: Falmer Press, 1985.

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5

Victoria. Office of Police Integrity. Crossing the line: Report of an investigation into the conduct of a member of Victoria Police undertaking secondary employment as a Ministerial Adviser and his relationship with a Deputy Commissioner of Victoria Police. [Melbourne, VIC]: Victorian Government Printer, 2011.

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6

Campbell, Craig. Toward the state high school in Australia: Social histories of state secondary schooling in Victoria, Tasmania and South Australia, 1850 - 1925. Sydney: ANZHES, 1999.

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7

King, Neil. The Victorian scene. Amersham: Hulton Educational, 1985.

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8

Ombudsman, Victoria. Investigation into alleged excessive force by the Victoria police against demonstrators at the Richmond Secondary College on Monday 13 December 1993 and investigation into crowd control methods used by the Victorial police against demonstrators outside the Department of Conservation and Natural Resources Headquarters , Victoria Parade East Melbourne on Thursday 10 February 1994. Melbourne: L.V. North, Govt. Printer, 1994.

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9

Ainley, John G. School organization and the quality of schooling: A study of Victorian government secondary schools. Hawthorn, Victoria: Australian Council for Educational Research, 1986.

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10

Allsobrook, David Ian. Schools for the shires: The reform of middle-class education in mid-Victorian England. Manchester [Greater Manchester]: Manchester University Press, 1986.

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11

Schools for the shires: The reform of middle-class education in mid-Victorian England. Manchester: Manchester University Press, 1986.

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12

Evans, W. Gareth. Educational development in a Victorian community: A case study of Carmarthenshire's response to the Welsh Intermediate Education Act 1889. Aberystwyth: Centre for Educational Studies, Faculty of Education, University College of Wales, Aberystwyth, 1990.

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13

Pedersen, Joyce Senders. The reform of girls' secondary and higher education in Victorian England: A study of elites and educational change. New York: Garland, 1987.

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14

Small victories: The real world of a teacher, her students, and their high school. New York: HarperPerennial, 1991.

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15

Small victories: The real world of a teacher, her students, and their high school. New York: Harper & Row, 1990.

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16

Mountford, Peter. VCE legal studies units 3 & 4. Port Melbourne: Cambridge University Press, 2007.

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17

Stoker, Bram. Drácula. [Mexico City]: Editores Mexicanos Unidos, 1999.

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18

Stoker, Bram. Dracula: Authoritative text, contexts, reviews and reactions, dramatic and film variations, criticism. New York: W.W. Norton, 1997.

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19

Lake Victoria Region Water and Sanitation Initiative: Supporting secondary urban centres in the Lake Victoria region to achieve the millennium development goals. Nairobi: United Nations Settlements Programme, 2004.

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20

Pedersen, Joyce Senders. Reform of Girls' Secondary and Higher Education in Victorian England. Taylor & Francis Group, 2019.

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21

Cigarette consumption among Western Australian secondary school students in 1993: A joint project between the Health Promotion Service, Health Department of Western Australia and the Centre for Behavioural Research in Cancer, Anti-Cancer Council of Victoria. [Perth, W.A.?]: Health Dept. of Western Australia, 1994.

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22

Western Australia. Health Promotion Service. and Anti-Cancer Council of Victoria. Centre for Behavioural Research in Cancer., eds. Alcohol consumption among Western Australian secondary school students in 1993: A joint project between the Health Promotion Service, Health Department of Western Australia and the Centre for Behavioural Research in Cancer, Anti-Cancer Council of Victoria. [Perth, W.A.?]: Health Dept. of Western Australia, 1995.

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23

Pedersen, Joyce Senders. The Reform of Girls’ Secondary and Higher Education in Victorian England. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686.

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24

Pedersen, Joyce Senders. Reform of Girls' Secondary and Higher Education in Victorian England: A Study of Elites and Educational Change. Taylor & Francis Group, 2017.

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25

Finkelstein, David. Movable Types. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198826026.001.0001.

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This is an interdisciplinary study of the typographical web that underpinned and enabled skilled print trade networks across the anglophone world in the nineteenth and early twentieth centuries. It is a cultural history, the first study of its kind on international Victorian print networks. Morality, mobility, mobilization, and solidarity were central to how compositors and print trade workers defined themselves during this period. These themes are addressed in case studies on roving printers, striking printers, and creative printers, drawing on a range of unique primary and secondary sources covering Australia, Canada, England, Ireland, New Zealand, Scotland, South Africa, the United States, and Wales. The case studies explore the cultural values and trade skills transmitted and embedded by such creative compositors, the global print trade union networks that enabled print workers to travel across continents in search of work and experience, the trade actions reliant on mobilization and information sharing across the printing world, and the Victorian working-class literary culture that compositors and printers shared through such means as memoirs, poetry, prose, and trade news contributions to trade journals and other public outlets.
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26

Mangham, Andrew. The Science of Starving in Victorian Literature, Medicine, and Political Economy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850038.001.0001.

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What actually happens to our bodies when we starve? How does the sensation of hunger come about, and how exactly does going without food lead to death? Do we die from hunger, or do we die from the secondary conditions it causes? And how is the physiology of something so familiar to us, experienced by each of us every day, so little known? This book is the first study to suggest that these questions were first explored in detail in the nineteenth century. The Science of Starving in Victorian Literature, Medicine, and Political Economy is a reassessment of the languages and methodologies used, throughout the nineteenth century, for discussing extreme hunger. Set against the providentialism of conservative political economy, this study uncovers an emerging, dynamic way of describing literal starvation in the period’s medicine and physiology. No longer seen as a divine punishment for individual failings, starvation became, in the human sciences, a pathology whose horrific symptoms registered failings of state and statute. Providing new and historically rich readings of the works of Charles Kingsley, Elizabeth Gaskell, and Charles Dickens, this work suggests that the realism we have come to associate with Victorian social-problem fiction learned a vast amount from the empirical, materialist objectives of the medical sciences, and that, within the work of these intersections, we find important re-examinations of how we might think about this ongoing humanitarian issue.
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27

Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. Harper Perennial, 1991.

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28

Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. Harper Perennial, 1991.

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29

Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students and Their High School. Tandem Library, 1999.

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30

Robertson, William Glenn. River of Death--The Chickamauga Campaign. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469643120.001.0001.

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The Battle of Chickamauga was the third bloodiest of the American Civil War and the only major Confederate victory in the conflict’s western theatre. It pitted Braxton Bragg’s Army of Tennessee against William S. Rosecrans’s Army of the Cumberland and resulted in more than 34,500 casualties. In this first volume of an authoritative two-volume history of the Chickamauga Campaign, William Glenn Robertson provides a richly detailed narrative of military operations in southeastern and eastern Tennessee as two armies prepared to meet along the “River of Death.” Robertson tracks the two opposing armies from July 1863 through Bragg’s strategic decision to abandon Chattanooga on September 9. Drawing on all relevant primary and secondary sources, Robertson devotes special attention to the personalities and thinking of the opposing generals and their staffs. He also sheds new light on the role of railroads on operations in these landlocked battlegrounds, as well as the intelligence gathered and used by both sides. Delving deep into the strategic machinations, maneuvers, and smaller clashes that led to the bloody events of September 19-20, 1863, Robertson reveals that the road to Chickamauga was as consequential as the unfolding of the battle itself.
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31

Spelman, Henry. Pindar and the Poetics of Permanence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821274.001.0001.

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This work is concerned with Pindar and archaic Greek literary culture. Part One discusses Pindar’s relationship to his audiences. It demonstrates how his victory odes address an audience present at their premiere performance and also a broader secondary audience throughout space and time. I argue that getting the most out of these texts involves simultaneously assuming the perspectives of both. Part Two describes how Pindar uses other lyric to situate his work both within an immanent poetic history and within a contemporary poetic culture. It sets out Pindar’s vision of the literary world, both past and present, and shows how this framework shapes the meaning of his work. Whereas the last several decades of scholarship on early Greek lyric have focused on the immediate contexts of first performance, this work instead focuses on the rhetoric and realities of poetic permanence and provides the first book-length study devoted to this topic. It combines historical and literary perspectives in a unique way in order to offer a new understanding of the nature of early Greek poetic culture and new insights into the texts that it produced.
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32

Li, Xiaobing. Building Ho's Army. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177946.001.0001.

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As a Communist state bordering Vietnam, China actively supported Ho Chi Minh’s wars against France in 1950–1954 and then America in 1965–1970. This book uses new Communist sources to offer an unprecedented Chinese military perspective on the Vietnam War. By documenting the level of Chinese military assistance to Vietnam, it reveals the extent to which the Chinese support of Ho’s military and political objective in the wars was a crucial and indispensable factor in North Vietnam’s victory. The study offers an overview and the particulars of Chinese aid to Ho’s army, or PAVN, in terms of training, weaponry, logistics, advisors, and technology during its transformative years of 1950–1956 in depth and detail based on a foundation of multiple documentary sources, memoirs, interviews, and secondary sources both in China and in Vietnam. With Chinese assistance, the PAVN experienced three important transformative changes from a peasant, rebellion force to a regular, national army. In retrospect, international Communist support to North Vietnam proved to be the decisive edge that enabled the PAVN, or NVA, to survive the American Rolling Thunder bombing campaign and helped the NLF, also known as the Viet Cong, to prevail in the war of attrition and eventually defeat South Vietnam. An international perspective may help students and the public in the West to gain a better understanding of America’s long war.
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33

Weems, Robert E. The Merchant Prince of Black Chicago. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043062.001.0001.

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Anthony Overton is widely regarded as one of the twentieth century’s most significant African American entrepreneurs. Overton, at his peak, presided over a Chicago-based financial empire that included a personal care products company (Overton Hygienic Manufacturing Company) a bank (Douglass National Bank), an insurance company (Victory Life Insurance Company) a popular periodical (the Half-Century Magazine), and a newspaper (Chicago Bee). This impressive business portfolio contributed to Overton being the first businessman to win the NAACP’s Spingarn Medal in 1927, as well as him currently being acknowledged in the Harvard University Business School’s database of “American Business Leaders of the Twentieth Century” as the first African American to head a major business conglomerate. Nevertheless, despite Overton’s noteworthy entrepreneurial accomplishments, he remains a mysterious figure. The most readily apparent reason for this is the unavailability of his business records and personal papers. Still, because of Anthony Overton’s prominence, a large body of scattered alternative primary and secondary sources were available to construct this biography. Along with examining Anthony Overton and his accomplishments, this book places his activities in the context of larger societal occurrences in late nineteenth- and early twentieth-century America. Moreover, by recounting Overton’s life story, this biography seeks to more fully illuminate the role of business and entrepreneurship in the African American experience.
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34

Hawkins, J. Russell. The Bible Told Them So. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197571064.001.0001.

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The Bible Told Them So explains why southern white evangelical Christians in South Carolina resisted the civil rights movement in the 1950s and 1960s. Simply put, they believed the Bible told them so. Interpreting the Bible in such a way, these white Christians entered the battle against the civil rights movement certain that God was on their side. Ultimately, the civil rights movement triumphed in the 1960s and, with its success, fundamentally transformed American society. But such a victory did little to change southern white evangelicals’ theological commitment to segregation and white supremacy. Rather than abandoning their segregationist theology in the second half of the 1960s, white evangelicals turned their focus on institutions they still controlled—churches, homes, denominations, and private colleges and secondary schools—and fought on. Despite suffering defeat in the public sphere, white evangelicals continued to battle for their own institutions, preaching and practicing a segregationist Christianity they continued to believe reflected God’s will. Increasingly caught in the tension between their sincere beliefs that God desired segregation and their reticence to vocalize such ideas for fear of seeming bigoted or intolerant by the late 1960s, southern white evangelicals eventually embraced rhetoric of colorblindness and protection of the family as measures to maintain both segregation and respectable social standing. Such a strategy spread throughout the evangelical subculture and set southern white evangelicals on a detrimental path for race relations in the decades ahead.
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35

Menezes, Alexandre Junior de Souza, Adelson Dias de Oliveira, Geisa Gabrielle Santos, Adriana Soely André de Souza Melo, Alexsandro Vaz, Andréia da Conceição Dias de Lima, Carla Alexsandra Sena Souza, and Cláudia Nina Ramos. Experiências Narradas: Relatos e Vivências no espaço escolar. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-312-1.

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The book “Experiências Narradas: Relatos e vivências no espaço escolar” is the result of a collective formation process in the perspective of the Narrative Documentation of Pedagogical Experiences with a group of 16 Basic Education teachers, developed by the Research Group in Education, Narratives, and Teaching Experience in Secondary Education – Narratividades, of the Federal University of Vale do São Francisco – Univasf. With the narratives presented, it institutes teaching authorship and the dissemination of the experiential knowledge constituted in the daily life of urban and rural classrooms, of difference, and diversity. Each chapter is motivated by the following key question: How did I get here? Such a provocation seeks to interweave the several journeys made by each of these teachers, their challenges, victories, learnings, and inspirations. Bringing these teachers together in this publication aims to inspire many other professionals through important elements, actions, and life experiences as a permanent challenge in the professional field. Retrieving such elements, which result in several learnings within the formative process proposed, represents resistance and persistence in this union of pedagogical knowledge and teaching practices. The narratives recorded in this book invite and inspire through inexperienced experiences that give birth to the teacher-educator, the passion for teaching, the discovery of the new based on the already lived, but not perceived, the hopes implicit in life and in the classroom, the universe already discovered and yet to discover, the come into being in teaching; the presence of the school ground materialized in words that come together to speak about the knowledge constituted by the pedagogical experience in Basic Education.
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36

Walker, Carolyn, and Peter Mountford. Cambridge Checkpoints VCE Legal Studies Units 3&4 2008 (Cambridge Checkpoints). Cambridge University Press, 2008.

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37

Anderson, George, and Sujit Choudhry, eds. Territory and Power in Constitutional Transitions. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198836544.001.0001.

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This volume explores the full range of challenges that different kinds of territorial cleavages pose for Constitution-making processes and constitutional design. It provides seventeen case studies of countries going through periods of intense constitutional engagement in which the issue of how to deal with the politics of territory is important. It is unique in that its cases include the full gamut of types of territorial cleavages—small distinct territories, bi-communal countries, highly diverse countries with many politically salient regions, and countries where territorial politics is important but secondary to other bases for political mobilization. While the volume draws significant normative conclusions, it is based on a highly realist view of the implications not only of the territorial and other salient political cleavages in the country (the country’s “political geometry”) but also of the power-configurations that lead into periods of constitutional engagement, so that processes differ depending on whether the preceding politics has been peaceful or violent and whether a victor, military or political, has emerged or whether there is a stalemate or diffused political power. Its thematic chapters on Constitution-making processes and constitutional design, along with the final synthetic chapter, draw original conclusions from the comparative analysis of the case studies and relate these to the literature, both in political science and comparative constitutional law. There are clear lessons that should help practitioners in analyzing their own challenges in dealing with territorial cleavages as well as in considering possible approaches to constitution-making and constitutional design.
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38

Jones, Chris. Fossil Poetry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824527.001.0001.

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Fossil Poetry provides the first book-length overview of the place of Anglo-Saxon in nineteenth-century poetry in English. It addresses the use of Anglo-Saxon as a resource by Romantic and Victorian poets in their own compositions, as well as the construction and ‘invention’ of Anglo-Saxon in and by nineteenth-century poetry. Fossil Poetry takes its title from a famous passage on ‘early’ language in the essays of Ralph Waldo Emerson, and uses the metaphor of the fossil to contextualize poetic Anglo-Saxonism within the developments that had been taking place in the fields of geology, palaeontology, and the evolutionary life sciences since James Hutton’s apprehension of ‘deep time’ in his 1788 Theory of the Earth. Fossil Poetry argues that two phases of poetic Anglo-Saxonism took place over the course of the nineteenth century: firstly, a phase of ‘constant roots’ whereby Anglo-Saxon is constructed to resemble, and so aetiologically to legitimize, a tradition of English Romanticism conceived as essential and unchanging; secondly, a phase in which the strangeness of many of the ‘extinct’ philological forms of early English is acknowledged, and becomes concurrent with a desire to recover and recuperate the fossils of Anglo-Saxon within contemporary English poetry. A wide range of eighteenth- and nineteenth-century works of antiquarianism, philology, and Anglo-Saxon scholarship forms the evidential base that underpins the advancement of these two models for understanding the place of Anglo-Saxon in nineteenth-century poetry. New archival research and readings of unpublished papers by Tennyson, Whitman, and Morris is also presented here for the first time.
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39

(Foreword), Anne Devereaux Jordan, Ira Mark Milne (Editor), and Timothy Sisler (Editor), eds. Novels for Students: Presenting Analysis, Context, and Criticism on Commonly Studies Novels (Novels for Students). Gale Cengage, 2004.

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40

(Editor), Sheryl Ciccarelli, and Marie Rose Napierkowski (Editor), eds. Novels for Students: Presenting Analysis, Context and Criticism on Commonly Studied Novels (Novels for Students). Thomson Gale, 1999.

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41

Stoker, Bram. Dracula. IndyPublish.com, 2002.

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42

Stoker, Bram. Dracula. Bt Bound, 1999.

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43

Stoker, Bram. Dracula. Yoyo Music USA Inc, 2002.

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44

Dracula. Jensen, 1999.

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45

Stoker, Bram. Dracula: Book 2, Episodes 9-16. LodesTone Audio, 1995.

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46

(Editor), James L. Clark, and Troy D. Cherry (Editor), eds. Dracula. New Road Publishers, 2004.

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47

Stoker, Bram. Dracula. Soundelux Audio Publishing, 1986.

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48

Stoker, Bram. Dracula (Bantam Classics). Tandem Library, 1999.

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49

Stoker, Bram. Dracula (Wordsworth Classics). NTC/Contemporary Publishing Company, 1998.

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