Books on the topic 'Student teachers Victoria'

The monograph of the Russian American historian is devoted to a number of conceptual problems of US foreign policy in the period of early globalization (late XIX-early XX century). The significance of the socio-economic factor is reinterpreted from the standpoint of modern theory and methodology; the role of the ideology used by the political elite to justify American expansion is traced. New interpretations of the causes and consequences of the Spanish-American war of 1898 are given: for the first time, the place of the "yellow" press in inciting anti-Spanish sentiment among ordinary Americans is shown in detail as one of the first manifestations of successful manipulation of public opinion; the level of combat capability of the American army, which achieved victory over a weaker enemy, but was unprepared to conduct an armed struggle for achieving geopolitical interests with leading European powers, is critically assessed. The archival material, first introduced into scientific circulation, traces the mediation activities of President Roosevelt As the first successful experience in the peaceful settlement of regional conflicts, and also shows the search by top officials for a new world order under the auspices of the United States, with an emphasis on the use of the principles of international arbitration. It is addressed to researchers, teachers, and students interested in the history of the United States.

Rainforest Restoration Manual for South-Eastern Australia is the definitive guide to the recovery and restoration of Subtropical, Warm Temperate, Cool Temperate, Gallery, Dry, Dry Gully and Littoral Rainforests from south-eastern Queensland to Tasmania. All of these rainforest types were inherently rare prior to settlement, and today with depletion, feral animals, weeds and climate change, all are threatened – with many listed under state and federal legislation. The manual presents detailed restoration methods in 10 easy-to-follow steps, documenting the research and trials undertaken during rainforest restoration over more than two decades. These experiments and their results will empower readers to uncover answers to many of the problems they could encounter. The manual is supported by a CD that provides important background information, with 32 appendices, a propagation manual for the region's 735 rainforest plants, an illustrated glossary and resources for teachers. Species lists and specific planting guides are provided for the 57 rainforest floristic communities that occur from the coast to the mountains between Durras Mountain in New South Wales and the Otways in Victoria. Extensively illustrated with colour photographs, this book will empower you or your group to be able to restore, manage, protect and conserve the magnificent rainforests that are in your care. The general principles and techniques described will meet the needs of students and teachers, novices, experienced practitioners, community groups and agencies alike.

The forests and woodlands of Victoria’s Box-Ironbark Region are one of the most important areas of animal diversity and significance in southern Australia. They provide critical habitat for a diverse array of woodland-dependant animals, including many threatened species such as the Squirrel Glider, Brush-tailed Phascogale, Regent Honeyeater, Swift Parrot, Pink-tailed Worm-lizard and the Woodland Blind Snake. Wildlife of the Box-Ironbark Country gives a comprehensive overview of the ecology of the box-ironbark habitats and their wildlife. It covers all of the mammals, birds, reptiles and frogs that occur in the region, with a brief description of their distribution, status and ecology, together with a distribution map and superb colour photograph for each species. The book includes a ‘Where to Watch’ section, featuring a selection of national parks, state parks and nature conservation reserves as places where people can experience the ecosystem and its wildlife for themselves. Wildlife of the Box-Ironbark Country is intended for land-managers, conservation and wildlife workers, land-holders, teachers, students, naturalists and all those interested in some way in learning about and appreciating the wildlife of this fascinating and endangered ecosystem.

Victoria's Box–Ironbark region is one of the most important areas of animal diversity and significance in southern Australia. The forests and woodlands of this region provide critical habitat for a diverse array of woodland-dependent animals, including many threatened and declining species such as the Squirrel Glider, Brush-tailed Phascogale, Regent Honeyeater, Swift Parrot, Pink-tailed Worm-Lizard, Woodland Blind Snake, Tree Goanna and Bibron's Toadlet. Wildlife of the Box–Ironbark Country gives a comprehensive overview of the ecology of the Box–Ironbark habitats and their wildlife, and how climate change is having a major influence. This extensively revised second edition covers all of the mammals, birds, reptiles and frogs that occur in the region, with a brief description of their distribution, status, ecology and identification, together with a detailed distribution map and superb colour photograph for each species. The book includes a 'Where to watch' section, featuring a selection of national parks, state parks and nature conservation reserves where people can experience the ecosystem and its wildlife for themselves. This book is intended for land managers, conservation and wildlife workers, fauna consultants, landholders, teachers, students, naturalists and all those interested in learning about and appreciating the wildlife of this fascinating and endangered ecosystem.

Missionary Calculus tells the story for the first time of the making of the Sunday school in Victorian India (1858–1901), focusing on American missionaries, its most active promoters. Unlike other mission histories, this book studies the means missionaries adopted in building this institution rather than on their evangelical ends. Based on extensive archival research, it addresses the question: How did the process of building institutions affect the Christian values to establish which they were built? The book provides a richly detailed account of Indian colonial educational history, discussing the Christian pedagogical encounter with a non-Christian learning environment. It tells of lavish missionary lifestyles in a land frequently stricken by famine, and of missionary solidarity with British colonial authorities, accompanied though by Christian caritative commitment for the plight of the colonized. Missionaries resolved these contradictions by telling their audiences that becoming Christian would lead them to prosperity, while telling themselves that they needed to work out a plan for civilizational correction. Sunday schools began to be seen as at once the instrument of evangelization as of reschooling India. American missionaries brought with them Sunday school curricula and organizational methods from back home, and tried to customize them to Indian conditions. But this meant having to compromise with hiring heathen teachers, allowing heathen students to wear their caste-marks, commissioning a heathen-style hymnody, and paying money to key people to fill the classrooms with heathens. Could such a hybrid institution be Christian? And whom could it serve? Here is an East Indian tale.

Ministerial training throughout the nineteenth century was dogged by persistent uncertainties about what Dissenters wanted ministers to do: were they to be preachers or scholars, settled pastors or roving missionaries? Sects and denominations such as the Baptists and Congregationalists invested heavily in the professionalization of ministry, founding, building, and expanding ministerial training colleges whose pompous architecture often expressed their cultural ambitions. That was especially true for the Methodists who had often been wary of a learned ministry, while Presbyterians who had always nursed such a status built an impressive international network of colleges, centred on Princeton Seminary. Among both Methodists and Presbyterians, such institution building could be both bedevilled and eventually stimulated by secessions. Colleges were heavily implicated not just in the supply of domestic ministers but also in foreign mission. Even exceptions to this pattern such as the Quakers who claimed not to have dedicated ministers were tacitly professionalizing training by the end of the century. However, the investment in institutions did not prevent protracted disputes over how academic their training should be. Many very successful Dissenting entrepreneurs, such as Charles Haddon Spurgeon, Thomas Champness, William Booth, and Adoniram Judson Gordon, offered unpretentious vocational training, while in colonies such as Australia there were complaints from Congregationalists and others that the colleges were too high-flying for their requirements. The need to offer a liberal education, which came to include science, as well as systematic theological instruction put strain on the resources of the colleges, a strain that many resolved by farming out the former to secular universities. Many of the controversies generated by theological change among Dissenters centred on colleges because they were disputes about the teaching of biblical criticism and how to resolve the tension between free inquiry and the responsibilities of tutors and students to the wider denomination. Colleges were ill-equipped to accommodate theological change because their heads insisted that theology was a static discipline, central to which was the simple exegesis of Scripture. That generated tensions with their students and caused numerous teachers to be edged out of colleges for heresy, most notoriously Samuel Davidson from Lancashire Independent College and William Robertson Smith from the Aberdeen Free Church College. Nevertheless, even conservatives such as Moses Stuart at Andover had emphasized the importance of keeping one’s exegetical tools up to date, and it became progressively easier in most denominations for college teachers to enjoy intellectual liberty, much as Unitarians had always done. Yet the victory of free inquiry was never complete and pyrrhic in any event as from the end of the century the colleges could not arrest a slow decline in the morale and prospects of Dissenting ministers.