Relevant bibliographies by topics / Wold History

Academic literature on the topic 'Wold History'

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Published: 26 July 2024

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Journal articles on the topic "Wold History"

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Kampen, John. "4QInstruction: Divisions and Hierarchies, by Benjamin Wold." Dead Sea Discoveries 28, no. 2 (June 29, 2021): 253–55. http://dx.doi.org/10.1163/15685179-02802003.

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Harris, Bob. "Scotland and the French Revolutionary War, 1792—1802, by Atle L. Wold." English Historical Review 132, no. 554 (February 2017): 160–62. http://dx.doi.org/10.1093/ehr/cew408.

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Skedsmo, Tone. "Den norske kunstsamler Rasmus Wold Meyer 1858–1916." Konsthistorisk Tidskrift/Journal of Art History 57, no. 3-4 (January 1988): 69–75. http://dx.doi.org/10.1080/00233608808604192.

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Bachman, Longfield, and Warren-Leigh. "Claiming “What We Must Have”: How The Wold Sisters Helped Win Ratification of the Nineteenth Amendment." Oregon Historical Quarterly 122, no. 2 (2021): 104. http://dx.doi.org/10.5403/oregonhistq.122.2.0104.

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Correa, Romar. "“On the History and the Mathematics of the Wold-Juréen (1953) Utility Function, And Its Basis for the Modeling of Giffen Behavior” revisado." Iberian Journal of the History of Economic Thought 10, no. 1 (June 20, 2023): 39–41. http://dx.doi.org/10.5209/ijhe.85773.

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Robert Sproule (2022A) demuestra que la función de utilidad de Wold-Juréen se caracteriza por la Giffenity y bajo condiciones particulares el bien Giffen es un bien inferior. Demostramos que solo un cambio de signo en la función de utilidad es suficiente para que la mercancía sea un bien Giffen y un bien inferior sin ninguna restricción impuesta sobre los parámetros del problema.
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Lawson, Dorothy, Charles Plummeridge, and Keith Swanwick. "Music and the National Curriculum in Primary Schools." British Journal of Music Education 11, no. 1 (March 1994): 3–14. http://dx.doi.org/10.1017/s0265051700001996.

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Abstract:This inquiry focused on the initial implementation of the National Curriculum for music in primary schools. The findings – from 39 schools in different parts of England – indicate that although some teachers are confident about introducing the new curriculum, many perceive problems implementing the programme as presently formulated. In particular there is a reluctance to teach music history and notation to the extent specified and concern is expressed by class teachers over their ability to cope with all the requirements. Successful implementation wold seem to depend on the presence of supportive head teachers, proactive subject coordinators and appropriate INSET programmes.
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Croft, Pauline. "The Reputation of Robert Cecil: Libels, Political Opinion and Popular Awareness in the Early Seventeenth Century." Transactions of the Royal Historical Society 1 (December 1991): 43–69. http://dx.doi.org/10.2307/3679029.

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On 29 April 1612 the London letter writer John Chamberlain penned another of his regular epistles to his friend Sir Dudley Carleton, ambassador in Venice. For weeks a chief news item had been the declining health of the Lord Treasurer, Robert Cecil Earl of Salisbury. ‘I wish I could send you better assurance’ Chamberlain wrote, ‘but as far as I can learn there is more cause of fear than hope’. Salisbury was journeying to Bath, where he had often sought relief before, but he had been ‘very yll by the way yesterday and was almost gon once or twise’. His death was assumed to be imminent. ‘He is alredy much lamented and every man sayes what a misse there wold be of him and indeed [he] is much prayed for’. The news later in June was more of a surprise. Salisbury's passing, on the return journey from Bath, had been followed not by the expected tributes to his irreplaceability, but by a flood of ‘outragious speaches’.
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Grund, Brigid S., Spencer R. Pelton, Todd A. Surovell, Neffra A. Matthews, and Tommy A. Noble. "Bison Jump Location is Primarily Predicted by Minimizing Visibility at the Wold Site, Johnson County, Wyoming." American Antiquity 81, no. 4 (October 2016): 752–63. http://dx.doi.org/10.1017/s0002731600101076.

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The Wold Bison Jump (48JO966) is a communal bison (Bison bison) hunting site in Johnson County, Wyoming. It likely represents a single kill event precipitated by Great Plains foragers between A.D. 1433 and 1643. Operating the jump required that prehistoric hunters drive stampeding bison up a steep slope in order to position them within a V-shaped drive line configured to funnel them toward a cliff. Using iterative models of least cost paths, topographic cross-sections, and visibility analysis, we test which landscape-embedded variables are optimized at the jump site as compared to other potential localities across the study area. We find that this site’s placement is primarily explained by minimizing the distance at which the cliff face is visible and secondarily by minimizing the cost of slope and curvature routes ascending into the drive lines. Our procedure could hypothetically be used to predict optimal jump locations on similar landscapes.
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Jurczyk-Romanowska, Ewa, and Piotr Kwiatkowski. "From Presumption to DNA – Evolution of the Institution of the Parentage of a Child in the One-hundred-year History of Polish Law." Mediterranean Journal of Social Sciences 10, no. 2 (March 1, 2019): 35–48. http://dx.doi.org/10.2478/mjss-2019-0021.

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Abstract After the end of World War I, in 1918, Poland regained its independence to once again find its place on the map of the world after 123 years. Thus, Polish jurists were faced with the task of creating an entirely new legal order, in the realm of the law of the state system as well as criminal, administrative, civil, and family law. The evolution of the questions pertaining to the parentage of a child was key in the realisation of the child’s right to know their identity, in granting children citizenship of the newly founded state of Poland, and in securing their social, civil, and political rights. The laws of the previous governments would clearly stigmatise children born illegitimi thori. The year 1946 brought the first mitigation of the division into marital and non-marital children, and in 1950 the division was abolished. The subsequent legislative changes were aimed to follow the advances in biological and medical sciences. In its directives the Supreme Court wold accept the successive methods of establishing parentage moving gradually from the prevalence of personal sources in court proceedings to that of DNA tests. Exegesis of legal text and analysis of judicial decisions and literature. After one hundred years of adapting legal regulations to social changes and scientific discovery Poland still faces the necessity to regulate the crucial issues of in vitro fertilisation and surrogacy. The one-hundred-years evolution of legislation and jurisdiction in Poland in the context of the development of new methods of establishing parentage is described in the present paper.
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van Emden, Helmut F., and John Gurdon. "Dame Miriam Louisa Rothschild. 5 August 1908 — 20 January 2005." Biographical Memoirs of Fellows of the Royal Society 52 (January 2006): 315–30. http://dx.doi.org/10.1098/rsbm.2006.0022.

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Miriam Louisa Rothschild was born at Ashton Wold, Northampton, on 5 August 1908 and died there on 20 January 2005, at the age of 96. She had no traditional education, but was tutored in natural history by her father and her uncle. Her first scientific studies were on parasites of marine snails and seabirds, but one of her principal achievements was the six–volume work cataloguing the Rothschild flea collection over a 30–year period. Her other main area of research was the chemical ecology of insects, particularly in mimicry, and the sequestering of toxic compounds from plants, in which she was a pioneer. She was still actively working in this area at the time of her death. Parts of her house and glasshouses were modified for research, but much of her chemical ecological work was performed in collaboration with some of the best natural–product chemists in the world. Nature conservation was dear to her heart and she developed the production of wildflower seeds on her farm and techniques for their establishment; she also lobbied energetically on behalf of nature reserves. She combined all this with the management of a large estate including a profitable farm, and was much loved by her tenants.
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Dissertations / Theses on the topic "Wold History"

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Bush, Mark Bennett. "The Late Quaternary palaeoecological history of the Great Wold Valley." Thesis, University of Hull, 1986. http://hydra.hull.ac.uk/resources/hull:5114.

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The paucity of polliniferous deposits on the British chalklands has left something of a vacuum in the known vegetational history of the British Isles. Conflicting ideas of the past landscape of the chalklands have been presented by archaeologists (e.g. Clark, 1936) and botanists (e.g. Tansley, 1939; Pigott and Walters, 1954). The Tansleyan view, i.e. that the chalklands were forested until the Bronze Age, has held sway. Tansley suggested that the dominant species were Quercus and Fraxinus. This was challenged by the view that Tilia may have been a dominant on basic soils (Merton, 1970). Such palaeoecological evidence as exists would suggest that woodlands covered the southern chalklands prior to Bronze Age disturbance, thus vindicating the Tansleyan school.In this thesis data from a site lying on the Yorkshire Wolds are presented. For the first time a broad spectrum of palaeoecological information is presented from a British Flandrian chalkland deposit. Pollen, bryophytes, plant propagules and macrofossil remains, mollusc and insect data form the basis for an environmental reconstruction of the major water catchment area of the Yorkshire Wolds.This is complemented by a study of modern analogue sites where a vegetation survey had been undertaken. Plant propagules, molluscs and bryophytes from the surface soil and modern pollen rain (trapped over a one year period) were collected from each site. These data were incorporated into statistical analyses to compare the changes in the fossil data with the range of known analogue habitats (after Lamb, 1984).Willow Garth, an ancient carr woodland in the Great Wold Valley, yielded fossil-rich deposits from the late-glacial and Flandrian periods. Although the sedimentary history of this site would appear to be incomplete, an exceptionally detailed image of the palaeoecological history of this valley emerges. The transition from the late-glacial fen and tundra to the Pre-Boreal forest occurred at c. 9200 B.P.. However, the progression towards the mixed woodland of the Boreal forests appears to have been interrupted by the activities of Mesolithic man. It is suggested that Mesolithic hunter-gatherers were 'managing' the woodlands to maximise the carrying capacity of their game. One consequence of this activity was to prevent the forest canopy from closing over the chalk grassland. Calcicolous grassland species were present throughout this period suggesting that the local chalk grassland may never have been totally shaded out. If this was the case the chalk grasslands around the Great Wold Valley would be of considerably greater antiquity than is generally supposed.During the late-Neolithic and the Bronze Age there is abundant evidence of anthropogenic disturbance with the presence of agricultural weed taxa and pollen of Cerealia. Chalk grassland species are also represented in both the faunal and floral records from this period. Cattle probably grazed the fen and the local wetland flora reached a peak of diversity. In early Saxon times the fen started to dry out and it is suggested that its land use may have changed from a grazed fen to an osier bed at c. 1200 B.P.
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Doty, James L. III. "“With A Little Help From Our Friends:” The Development of Combat Intelligence in the American Expeditionary Forces, 1917-1918." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275499860.

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Ohrnberger, June E. "A history of world University /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10783738.

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Wescoat, Ruby. "The History of the World." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1177.

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This Thesis is my effort to understand what subjects I find interesting and why. In the processes of writing and making sculpture, I discovered that my underlying fascination is in history. I am interested in places and objects for their individual qualities, but I also want to know how they relate to the world. If I am drawn to an ancient place or object, I want to examine how it fits into the contemporary world, and visa versa. The complexity of these relationships is increased by the vast number of histories (or stories) that are intertwined in the world. Over the course of the thesis I write about my various influences, and the development of my work from undergraduate to graduate school. This progression has been from observation of natural world to a more complex questioning of how the world came to be what it is. I conclude by defining the direction in which I want my work to continue: directly along the border between myth and reality.
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Arias, Simone R. "Conceptualizing global world history : a study of participants at the Aspen World History Institute 1996." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291130411.

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Baker, Florence Zeigler. "Reading Strategies, Tenth Grade World History." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/34.

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Text specific reading/learning strategies that reflect recent theoretical research in the reading process were incorporated into the 10th grade world history curriculum. These methods were intended to afford success for a specific group of students who had a history of failure and so lead those students toward independent reading and learning. They were also intended to motivate the world history teachers to use procedures that are congruent with the findings of research in reading and learning.
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Tolley, Rebecca. "Review of Filmography of World History." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/5636.

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Rainer, Franz. "Word formation and word history: The case of CAPITALIST and CAPITALISM." Language Science Press, 2018. http://epub.wu.ac.at/6537/1/165%2D3%2D1215%2D1%2D10%2D20180925.pdf.

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The treatment of the history of modern vocabulary in historical and etymological dictionaries is generally disappointing, especially with respect to the processes by which the words came into being. The TLFi1 only provides the following information concerning the history of French capitalisme and capitaliste: "Capitalisme [...] Dér. de capital²"; suff. -isme*", "Capitaliste [...] Dér. de capital*; suff. -iste*". Such a treatment, which is inadequate even from a synchronic point of view (in the sense "a supporter of capitalism", capitaliste is derived from capitalisme by affix substitution), does not do justice to the manifold relationships that have developed between these two words and their common base capital in the course of the 300 years since the creation of Dutch Capitalist in 1621. The present paper retraces in detail the many steps of the unfolding of these two words in French. It is shown that each of their many senses constitutes a separate lexeme and must be provided with an etymology of its own. Particular attention is dedicated to the identification of the exact mechanism (borrowing, semantic extension, word formation) that was at work at each step.
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Clarke, Katherine Jane. "Between geography and history : Strabo's Roman world." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361861.

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Chavarria, Sara Patricia. "Anthropology and its role in teaching history: A model world history curriculum reform." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284264.

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This study addresses the importance of committing to redesigning how world history is taught at the high school level. Presented is a model for curriculum reform that introduces an approach to teaching revolving around a thematic structure. The purpose of this redesigned thematic curriculum was to introduce an alternative approach to teaching that proceeded from a "critical perspective"--that is, one in which students did not so much learn discrete bits of knowledge but rather an orientation toward learning and thinking about history and its application to their lives. The means by which this was done was by teaching world history from an anthropological perspective. A perspective that made archaeological data more relevant in learning about the past. The study presents how such a model was created through its pilot application in a high school world history classroom. It is through the experimental application of the curriculum ideas in the high school classroom that I was able to determine the effectiveness of this curriculum by following how easily it could be used and how well students responded to it. Therefore, followed in the study was the evolution of the curriculum model's development as it was used in the pilot classroom. Thus, I was able to determine the extent of its success as a tool for teaching critically and for teaching from an anthropological perspective.
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Books on the topic "Wold History"

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Field, Ron. Stow-on-the-Wold, 1646: Campaign, commanders & battle. [Lower Swell?]: Design Folio, 1992.

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Gardiner, Belva M. A history of the Sorkness-Wold families of Solør, Norway, and America. [Delmar, N.Y.?]: B.M. Gardiner, 1985.

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Architecture in wood: A world history. London: Thames & Hudson, 2005.

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author, Esler Anthony, and Pearson/Prentice Hall, eds. World history. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2011.

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World history. [New York: DK Pub., 2010.

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1962-, Adams Steven, Adas Michael 1943-, and Reilly Kevin 1941-, eds. World history. Princeton: Markus Wiener Publishers, 1998.

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1937-, Upshur Jiu-Hwa Lo, ed. World history. 4th ed. Belmont, CA: Wadsworth/Thomson Learning, 2002.

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Spielvogel, Jackson J. World history. Agoura Hills, Calif: West Pub. Co., 1999.

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World history. 2nd ed. New York: Metro Books, 2012.

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World history. Hauppauge, N.Y: Barron's Educational Series, 1997.

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Book chapters on the topic "Wold History"

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Cochard, Nicolas. "Seamen in the City. Origins, Residence and Standard of Living of Le Havre Seamen from c. 1800 to the First Wold War." In Palgrave Studies in Economic History, 95–119. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27212-7_5.

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Mieg, Harald A. "Science as a Profession: And Its Responsibility." In Studies in History and Philosophy of Science, 67–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91597-1_4.

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AbstractScientific responsibility has changed with the successful professionalization of science. Today, science is a privileged profession, one with a (tacit) management mandate for systematic knowledge acquisition. Within this framework, science acts with responsibility. This chapter reflects the responsibility of science in the German context. After Wold War 2, the extraordinary responsibility of scientists, which C.F. von Weizsäcker emphasized, referred to a specific phase in the institutional development of science, termed scientism (“science justifies society,” science as religion), and corresponded to an elite responsibility. Today, one responsibility of science as a profession is to safeguard and develop scientific standards. This also concerns, on the one hand, the self-organization and control of science as a profession and, on the other hand, the communication of science to society. As a professional scientist, one has two responsibilities, the commitments to good science (professional ethics plus co-responsibility for the development of science as a profession) and civic responsibility. Due to their special knowledge, the civic responsibility of the scientist differs from that of other professionals. This chapter introduces science as a profession and presents an integrative notion of responsibility, also shedding light on the social responsibility of science.
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Pomeranz, Kenneth, and Daniel A. Segal. "World History." In A Companion to World History, 13–31. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118305492.ch1.

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Peperzak, Adriaan T. "World History." In Modern Freedom, 599–617. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0856-3_12.

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Heater, D. B. "World History." In Handbook for History Teachers, 394–408. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-47.

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Henderson, James L. "World History." In Handbook for History Teachers, 90–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-8.

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Young, Ross, and Felicity Ferguson. "History." In Real-World Writers, 279–95. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429268960-27.

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Blue, Gregory. "Chinese History in World History." In A Companion to Chinese History, 71–86. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118624593.ch7.

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Manning, Patrick. "Defining World History." In Navigating World History, 3–15. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403973856_1.

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Manning, Patrick. "Debating World History." In Navigating World History, 255–61. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403973856_14.

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Conference papers on the topic "Wold History"

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Gruntman, Mike. "Word "Cosmonautics:" a history." In 57th International Astronautical Congress. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.iac-06-e4.1.07.

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Jatowt, Adam, Ricardo Campos, Sourav S. Bhowmick, Nina Tahmasebi, and Antoine Doucet. "Every Word has its History." In CIKM '18: The 27th ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3269206.3269218.

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Surveyor, Nilufer Darius, Anderson Da Silva Amaral, and Marcela F. Pinto. "Case History of the World." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 2011. http://dx.doi.org/10.2118/146027-ms.

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Kuran, Mehmet Sukru, Ahmet Erden Tozoglu, and Cinzia Tavernari. "History-Themed Games in History Education: Experiences on a Blended World History Course." In 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2018. http://dx.doi.org/10.1109/ithet.2018.8424767.

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Bailey, Jim. "Reclamation, the Army, and Hoover Dam during World War II." In Hoover Dam 75th Anniversary History Symposium. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/41141(390)4.

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Conrad, Jenni. "Big History Project and Colonizing Knowledges in World History Curriculum." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445303.

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Cleere, Henry. "Designating World Heritage Industrial Sites." In Third National Congress on Civil Engineering History and Heritage. Reston, VA: American Society of Civil Engineers, 2001. http://dx.doi.org/10.1061/40594(265)20.

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SHumenko, V. N. "It's time to remind the world." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-01-11-2019-07.

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Lee, Yeng-Ting, Kuan-Ta Chen, Yun-Maw Cheng, and Chin-Laung Lei. "World of warcraft avatar history dataset." In MMSYS '11: MMSYS '11 - Multimedia Systems Conference. New York, NY, USA: ACM, 2011. http://dx.doi.org/10.1145/1943552.1943569.

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Iordanidi, Sofia I. "Word-formation dictionaries: history and modernity." In Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-49.

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The main task of the presented work is to show the prospects for the creation of a Russian historical derivational dictionary of the ΧΙ-XVII centuries. A necessary condition for its implementation is comprehension of the principles of compiling historical and modern derivational dictionaries (IF Kalaydovich, FS Shimkevich, V.V. Lopatin – I.S. Ulukhanov, I.A. Shirshov etc.).
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Reports on the topic "Wold History"

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Shaposhnikov, Gennady, and Andrey Ustinov. History (World History and the History of Russia). SIB-Expertise, December 2022. http://dx.doi.org/10.12731/er0630.15122022.

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Электронный образовательный ресурс составлен в соответствии с требованиями Федеральных государственных образовательных стандартов 3++ и включает Планы семинарских занятий по темам и дидактическим модулям курса «История (Всеобщая история и история России)» и методические рекомендации к ним. Содержательный контент пособия способствует формированию универсальных и профессиональных компетенций для специальностей: 37.05.01 Клиническая психология 31.05.01 Лечебное дело 31.05.02 Педиатрия 32.05.01 Медико-профилактическое дело 31.05.03 Стоматология 33.05.01 Фармация Цель дисциплины: Дать студентам знания основ по дисциплине «История (История России, всеобщая история)», выработать навыки анализа социально-экономических закономерностей развития всеобщей истории и истории России на основе отечественной и мировой исторической традиции. Выработать умения, необходимые для выполнения профессиональных функций и осуществления основных видов профессиональной деятельности. Направить развитие личности в соответствии с принципами гуманизма и выполнения профессионального долга. Задачи дисциплины: -Формирование уважительного отношения к истории своей страны, как единого многонационального государства, в духе патриотизма и интернационализма; -Развитие у обучающихся стремления внести свой вклад в решение глобальных проблем, стоящих перед Россией и миром; -Формирование важнейших культурно-исторических ориентиров для гражданской самоидентификации личности, усвоение студентами базовых национальных ценностей на основе изучения мирового исторического опыта и истории России; -Овладение основами знаний о закономерностях развития человеческого общества с древности до наших дней, развитие умения анализировать, сопоставлять и оценивать содержащуюся в различных источниках информацию о событиях прошлого и настоящего; -Формирование у студентов мотивации к сохранению здоровья и ведению здорового образа жизни. Трудоемкость курса для разных специальностей составляет от 72 часов (2 ЗЕТ) до 108 часов (3 ЗЕТ)
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2

Iwatani, Emi, Angela Hardy, Barbara Means, Shelton Daal, and Xin Wei. Evaluation of World History Project. Digital Promise, December 2023. http://dx.doi.org/10.51388/20.500.12265/199.

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This evaluation assesses the impact of World History Project, a freely accessible online high school world history curriculum developed by OER Project in collaboration with educators and historians. The study, conducted during the 2022-23 school year, focused on 9th or 10th-grade on-level or honors world history classes in public schools across the United States. Key evaluation questions included the curriculum's effect on historical thinking skills, its usability, and its impact on student engagement. Results indicate statistically significant positive effects on learning opportunities for the historical thinking skill of continuity and change over time. However, challenges in usability and student engagement were identified, with recommendations for curriculum designers, practitioners, and future research. The findings underscore the curriculum's potential impact and the importance of ongoing refinement to empower teachers and enhance students' understanding of world history.
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Klein, Joel L., James L. Nolan, Jannette W. Findley, William A. Brenner, Richard E. Gillespie, and John Vetter. World War 2 in Alaska: A Historic and Resources Management Plan. Volume 1. A History of World War 2 in Alaska and Management Plan. Fort Belvoir, VA: Defense Technical Information Center, May 1987. http://dx.doi.org/10.21236/ada196078.

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4

Fishback, Price. Safety Nets and Social Welfare Expenditures in World Economic History. Cambridge, MA: National Bureau of Economic Research, May 2022. http://dx.doi.org/10.3386/w30067.

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5

Smith, Steven D., Geoffrey C. Burt, and Suzanna Walaszek. A Historic Context Statement for a World War II Era Black Officers' Club at Fort Leonard Wood, Missouri. Fort Belvoir, VA: Defense Technical Information Center, November 1998. http://dx.doi.org/10.21236/ada359050.

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6

Antonov, Volodymyr. Natural history BBC documentaries: history and functions. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11402.

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This scientific article studies natural history documentaries produced by BBC and traces important stages of the development of the attitude towards such genre as natural history documentary. This research is about understanding why this kind of programmes is important, particularly for Ukrainians, and why we should study the genre thoroughly, including the BBC’s experience in the field. Accordingly, the main objectives of the study were: 1. To substantiate the necessity for Ukrainian scholars to study natural history documentaries and BBC’s experience in the field. 2. To trace back and describe the main stages of development in the sphere of producing natural history documentaries by British Broadcasting Corporation. 3. To analyze the obstacles which modern journalists, filmmakers are dealing with and to draw attention of Ukrainian specialists to those philosophical questions that modern era is searching for answers to. In the result of the research these main tasks which were outlined above were fulfilled. The author of this article concluded that natural history documentaries help to understand our place in the world we live in. In addition, through the shared environment we can feel unity with those who inhabit our region, country, inhabited it before, will inhabit in future. Documentaries help us understand who we are. And this function of identification is very important for contemporary Ukraine. To understand how to create proper natural history documentary it’s important to learn the global history of creating such programmes and especially that part which covers BBC’s achievements. The achievements of the corporation which gave birth to such prominent figure as David Attenborough. In addition to this, the article described some modern challenges which documentary makers face and those questions which contemporary society needs to have answered. Because you cannot create a proper natural history programme if you know past but do not know modern challenges. To sum up, the topic which is deeply connected with process of self-identification is very important and perspective for Ukrainian society which suffers hybrid war and endeavours of Russian Federation to assimilate Ukrainian people, Ukrainian culture.
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Dzwonchyk, M., and John R. Skates. A Brief History of the U.S. Army in World War II. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada271533.

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Enscore, Susan I., Adam D. Smith, and Megan W. Tooker. Camp Sherman, Ohio: History of a World War I Training Camp. Fort Belvoir, VA: Defense Technical Information Center, December 2015. http://dx.doi.org/10.21236/ada624486.

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9

Adams, Sunny E., Megan W. Tooker, and Adam D. Smith. Fort McCoy, Wisconsin WWII buildings and landscapes. Engineer Research and Development Center (U.S.), November 2020. http://dx.doi.org/10.21079/11681/38679.

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The U.S. Congress codified the National Historic Preservation Act of 1966 (NHPA) mostly through the National Register of Historic Places (NRHP), which requires federal agencies to address their cultural resources. Section 110 of the NHPA requires federal agencies to inventory and evaluate their cultural resources, and Section 106 requires them to determine the effect of federal undertakings on those potentially eligible for the NRHP. This report provides a World War II development history and analysis of 786 buildings, and determinations of eligibility for those buildings, on Fort McCoy, Wisconsin. Evaluation of the WWII buildings and landscape concluded that there are too few buildings with integrity to form a cohesive historic district. While the circulation patterns and roads are still intact, the buildings with integrity are scattered throughout the cantonment affecting the historic character of the landscape. Only Building 100 (post headquarters), Building 656 (dental clinic), and Building 550 (fire station) are ELIGIBLE for listing on the NRHP at the national level under Criterion A for their association with World War II temporary building construction (1942-1946) and under Criterion C for their design, construction, and technological innovation.
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Hufbauer, Gary. Biden–Trump lurch to tariffs a turning point in world economic history. East Asia Forum, June 2024. http://dx.doi.org/10.59425/eabc.1717365600.

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