Letteratura scientifica selezionata sul tema "Éducation – Grande-Bretagne – 20e siècle"
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Tesi sul tema "Éducation – Grande-Bretagne – 20e siècle":
Carpentier, Vincent. "Développement éducatif et performances économiques au Royaume-Uni : XIXe et XXe siècle". Montpellier 1, 2000. http://www.theses.fr/2000MON10008.
Robic, Béatrice. "‘Where Are the Children?’ : the Long Decline of Child Labour in England and Wales (1870-1914)". Electronic Thesis or Diss., Sorbonne université, 2022. http://www.theses.fr/2022SORUL066.
Although child labour in Britain during the Industrial Revolution is a well-documented topic in economic and social history, the question as to when and why it ceased to be endemic has received relatively little attention. Moreover, there are four schools of thought on this issue. According to three of them, the decline of child labour began before 1870 and was caused by exogenous factors, mainly economic and cultural, rather than by State interference. By contrast, other studies have underlined the role of the State in this development, through labour law or educational policy, but without seeking to demonstrate it. It is to this debate that this thesis makes a contribution. More specifically, it focuses on England and Wales, which have identical legal and educational systems. The period chosen (1870-1914) was characterised by a marked decline in the number of working children according to population censuses. This is why we formulate the hypothesis that there was a strong relationship between the implementation of compulsory schooling after 1870 and the gradual increase in the average age for starting work. In order to assess the impact of public policies on the timing of the decline of child labour, we rely on a vast corpus of primary and secondary sources relating in particular to the history of education and work. This study is original in so far as it combines quantitative and qualitative approaches, and incorporates local history into a national narrative
Scot, Marie. "La London School of Economics and Political Science : entre national et transnational (1895-1995 : internationalisation d'une université et circulation des savoirs en sciences sociales". Dijon, 2008. http://www.theses.fr/2008DIJOL021.
Mension-Rigau, Éric. "La Naissance et les valeurs : l'éducation et la transmission des valeurs familiales dans l'aristocratie et dans la grande bourgeoisie de la Belle Epoque à nos jours". Paris, EHESS, 1993. http://www.theses.fr/1993EHES0009.
The cultural values of aristocratic and upper-class families are analyzed from the results of a large sample survey. The first chapter brings out the main factors which account for the presence of those asked within their social group. The study is then divided into three parts corresponding to the three axes of family training : memory, class and excellence. The first part stresses the importance, as the background of the aristocratic identity, of references to the family past - evoked through the presence of a symbolic and material heritage, the house and the so-called "family" objects - which links the individuals to a lineage and the family to regional or national history. The second part examines the characteristics of "good breeding" through language practice, good manners and anglomania. The third part shows how the excellence of the lineage, brought to a pattern, motivates a relative discredit of money and a constant fidelity to moral and spiritual values whose self-appointed keeper is the social group. The third volume is composed of miscellania, chiefly a detailed study of the "oeuvre des campagnes", founded in 1857, whose aim was the re-christianisation of rural districts by the local gentry
Quéhé, Gilles. "De la relégation à la réussite : analyse monographique du fonctionnement d'un lycée professionnel". Rennes 2, 2007. http://www.theses.fr/2007REN20002.
Vocational schools are subject to numerous entreaties they are in close relation with, the administrative supervision to which they are attached, the Education Authority and the Regional Council, but also with professional organisations, companies, parents. . . Faced with these partners whose interests are definitely different, the vocational school will have to compromise with and combine these entreaties. These combinations, these practical teaching experiences, stemmed from the history of the school will build a specific functioning from its identity and its representations. The ‘sociotope’ of the vocational school is going to account for the social, professional relationships, for the relation to the pupils’ knowledge, to the subjects and to the instructions. It will shape the actors to representations of the surrounding environment, to a new identity, of jobs, of trades, of pupils and teachers of vocational schools. The integrated values and standards are going to maintain and Make this “sociotopique” functioning live. The identity changes carried out by the collective action to serve common objectives will allow the combination of die partners’ different interests. This is how a vocational school will succeed or fail in its missions of education, of professional training and integration. Through its “sociotopique” functioning the vocational school becomes a specific organisation, which gives a meaning to the school actors and the partners actions. Its study enables us to appreciate its ability to make pupils succeed, but also to integrate its staff and its outside partners
Guiné, Anouk. "Multiculturalismes et droits des femmes : le cas de l'excision en Grande-Bretagne". Clermont-Ferrand 2, 2005. http://www.theses.fr/2005CLF20003.
Khayri, Mohammed Selman. "Les Relations entre l'Irak et la Grande Bretagne de 1939 à 1958". Rennes 2, 1990. http://www.theses.fr/1990REN20008.
O'Brien, Castro Monia. "Les centres-villes défavorisés en Grande-Bretagne de 1960 à 1997 : déclin et rénovation". Paris 10, 2004. http://www.theses.fr/2004PA100003.
Since the 60s Great Britain has witnessed an increase in social ills and in poverty at all levels, especially in inner cities. The government and notably the conservatives, who ruled for 18 years, and the needy are responsible for this worrying situation, the former being, however, assuredly those who should be blamed. Therefore and nevertheless, numerous renovation programmes were launched between 1960 and 1997. The main subject of this thesis consists, after setting out the inns and outs of the question, the needs and the initiatives, in establishing whether these projects nonetheless were useful, and whether theirs results presented differences, depending on the zones in which they were set up. Moreover, in the event of some success, one will attempt to see if the situation of the people targeted improved. In point of fact, my intention is to demonstrate that in the end Britain did not resolve to carry out its duty
Byrne, Alice. "Boosting Britain : démocratie et propagande culturelle". Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10026.
Merrien, François-Xavier. "L'édification des Etats "du bien-être" : une étude comparative France-Grande-Bretagne". Paris 5, 1991. http://www.theses.fr/1991PA010523.
This dissertation - thesis seeks to explain the different timing and paths of the development of the welfare state in france and in great - britain from the nineteenth century to the end of the second world war. The edification of welfare states have been explained variously: as beeing the functional consequence of modernization. In terms of class struggle, in a pluralist and a cultural perspective, or, more recently from a neo - institutionalist perspective centered on the state as actor. This dissertation develops a revisited "neo - institutionnalist" approach which focuses on the action of state or "quasi - state actors" in the two countries trying to modify the policy social inheritance of their time. Our approach differs of the classic neo - institutionnism by taking into consideration the distinct societal paradigme into which are embedded social policies in the two countries
Libri sul tema "Éducation – Grande-Bretagne – 20e siècle":
d', Haussy Christiane, McLeod Hugh e Mews Stuart, a cura di. Histoire religieuse de la Grande-Bretagne: XIXe-XXe siècle. Paris: Editions du Cerf, 1997.
Gillies, Mary Ann. The professional literary agent in Britain, 1880-1920. Toronto: University of Toronto Press, 2007.
Jacques, Legrand, a cura di. Chronique de Churchill. Bassillac, France: Éditions Chronique, 1997.
Schiffrin, André. Le contrôle de la parole: L'édition sans éditeurs, suite. Paris: La Fabrique, 2005.
Ferguson, Niall. The Pity of War: Explaining World War II. New York, NY: Basic Books, 1999.
Ferguson, Niall. The pity of war. London: Penguin Books, 1999.
Anne, Summers. Angels and citizens: British women as military nurses, 1854-1914. London: Routledge & Kegan Paul, 1988.
Meisel, Perry. The myth of the modern: A study in British literature and criticism after 1850. New Haven: Yale University Press, 1987.
Young, Hugo. This blessed plot: Britain and Europe from Churchill to Blair. London: Macmillan, 1998.
Young, Hugo. This blessed plot: Britain and Europe from Churchill to Blair. Woodstock, N.Y: Overlook Press, 1999.
Capitoli di libri sul tema "Éducation – Grande-Bretagne – 20e siècle":
Sheringham, Michael. "La littérature française dans l’université anglophone : La Grande-Bretagne". In La littérature française du 20e siècle lue de l'étranger, 141–49. Presses universitaires du Septentrion, 2011. http://dx.doi.org/10.4000/books.septentrion.13816.