Tesi sul tema "Social sciences -> history -> asian history"
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Luo, Yi. "Chinese Medicine's Commercialization and its Social and Environmental Impact". Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1214.
Testo completoHuneidi, Laila. "The Values, Beliefs, and Attitudes of Elites in Jordan towards Political, Social, and Economic Development". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2017.
Testo completoHaws, Catherine Bourg. "Remembering Vietnam War Veterans: Interpreting History Through New Orleans Monuments and Memorials". ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2081.
Testo completoTrech, Caroline. "L'identité Britannique dans les films Bristish-Asian de 1997-2007". Phd thesis, Université du Littoral Côte d'Opale, 2012. http://tel.archives-ouvertes.fr/tel-00914627.
Testo completoDellplain, Laura. "Yellow, in Peril: How public health discourse on tuberculosis (TB) reveals, refines, and reinforces the racial stigmatization of Asian Americans". Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1339100153.
Testo completoLunchaprasith, Thanya. "The commodification of culture in the Thai tourism context : a study of culinary experiences in touristic traditional markets". Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7632/.
Testo completoReusch, Kathryn. ""That which was missing" : the archaeology of castration". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:b8118fe7-67cb-4610-9823-b0242dfe900a.
Testo completoSpiegel, Rachel Hannah. "Drowning in Rising Seas: Navigating Multiple Knowledge Systems and Responding to Climate Change in the Maldives". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/76.
Testo completoJones, Lee C. "ASEAN, social conflict and intervention in Southeast Asia". Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:c17c8000-e2f2-46c2-a421-5a94a94bea0d.
Testo completoHalliru, Samir. "An investigation of lifelong learning : the policy context and the stories, pedagogies and transformational experience of young adults (a case study) in Nigeria". Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30961/.
Testo completoBeitmen, Logan R. "Neuroscience and Hindu Aesthetics: A Critical Analysis of V.S. Ramachandran’s “Science of Art”". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1198.
Testo completoDeol, Raman Kaur. "The creation of the Khalsa : a study into the rhetorical strategies of collective identity transformation". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/724.
Testo completoDovale, Madeline J. "Postwar japan's hybrid modernity of in-betweenness| Historical, literary, and social perspectives". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527481.
Testo completoThis thesis explores Japanese society through the lens of cultural hybridity and liminality to understand the shift towards nonconformity and hyper-individualism among post-postwar Japanese. This shift reflects an important point in Japan's transculturation process whereby post-postwar Japanese have developed a cultural hybridity of inbetweenness (liminality) juxtaposing their native Japaneseness (wakon) against their adopted Westernness (y okon). This wakon-yokon hybrid construct is posing a challenge to Japan's longstanding hybrid modernity philosophy of wakon-y osai (Japanese spirit- Western things), which perpetuated the pre-modern core values and collectivist ethics of Japaneseness for nearly 150 years below its façade of Western modernity. The dilemma inherent in Japan's wakon-y okon in-betweenness is foreshadowed in the pioneering works of Abe Kob o and Murakami Haruki, who both illuminated the conflicting juxtaposition of the core values and ethics of Japaneseness (wakon) and seken-Other (the jury-surrounding- the-Self) against the pursuit of the individualist ethics of Westernness (y okon) and Selfhood ( shutaisei) within their imaginaries.
Rimner, Steffen. "The Asian Origins of Global Narcotics Control, c. 1860-1909". Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11587.
Testo completoHistory
Curtis, Jennifer May. "Defining Asian Social Studies in New South Wales’ secondary schools : a curriculum history, 1967−2002". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366902.
Testo completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Karsono, Sony. "Indonesia's New Order, 1966-1998: Its Social and Intellectual Origins". Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1367606667.
Testo completoMitchell, Jasmine N. "The History of Afro-Asian Solidarity and the New Era of Political Activism". Oberlin College Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin16256964160838.
Testo completoYum, Hyejung. "Traditional Korean papermaking : history, techniques and materials". Thesis, Northumbria University, 2008. http://nrl.northumbria.ac.uk/3209/.
Testo completoChavarria, 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.
Testo completoBird, Miles T. "Social Piracy in Colonial and Contemporary Southeast Asia". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/691.
Testo completoChughtai, Mariam. "What Produces a History Textbook?" Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461056.
Testo completoEducation Policy, Leadership, and Instructional Practice
Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans". Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.
Testo completoDepartment of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
Boczar, Amanda C. "FOREIGN AFFAIRS: POLICY, CULTURE, AND THE MAKING OF LOVE AND WAR IN VIETNAM". UKnowledge, 2015. http://uknowledge.uky.edu/history_etds/27.
Testo completoHildreth-Blue, Cynthia. "Enlivening California's sixth grade history/social sciences curriculum with historical fiction". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/562.
Testo completoUçar, Gülnur Supervisor :. Güven Suna. "The crusader castles of Cyprus their place within the crusading history". Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12605612/index.pdf.
Testo completoFredriksson, Knöös Ida, e Ida Andersson. "Schools' democracy mission in history education". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27581.
Testo completoLoveless, Linda H. "Staff development training for implementing a history-social science curriculum". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.
Testo completoTalhelm, Paige L. "Translational Evaluation of History Effects on Resurgence". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7965.
Testo completoDahl, Matilda. "Att skapa en historia- To creat a history". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32970.
Testo completoIto, Emma T. "The Japanese Experience in Virginia, 1900s-1950s: Jim Crow to Internment". VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4832.
Testo completoSchafer, Cynthia Marie. "A Deliberate Reconstruction and Reconfiguring of Women in History: One Teacher's Attempt at Transforming a U.S. History Curriculum". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03202007-205131/.
Testo completoTitle from file title page. Chara H. Bohan, committee chair; John K. Lee, Susan Talburt, Joyce E. Many, committee members. Electronic text (151 p.) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references (p. 126-138).
Ashkettle, Bryan L. "The power of the provocative| Exploring world history content". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618923.
Testo completoThis study addresses how my freshman world history students come to understand controversial issues as provocative within the secondary social studies classroom, and in what ways does their engagement with provocative issues influence their understanding of the content and the world around them. In addition, this research study seeks to discover in what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students. The three research questions were established to guide this study.
1. How do my world history freshman students come to understand provocative materials in regards to the historical content?
2. How does my students' engagement with these provocative materials influence their understanding of historical events and the world around them?
3. In what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students?
Self-Study methodology was selected as a way to personally explore and examine my students understanding of provocative issues as well as my instruction. Grounded theory was utilized exclusively as a coding and analyzing device. To address these questions, thirteen student participants were selected for this study based on the criteria assumed by the questions. Data was collected from individual interviews, group interviews, student blog posts, and my own journal.
As the data was analyzed and coded, nuanced constructs of the students' thinking began to coalesce on three distinct perceptions of provocative issues which evolved into the findings of this study. The first finding involved students who advocated for the inclusion of provocative issues. Their rationales for this inclusion were; Real World Phenomenon, Provocative for Grade Sake, Provocative for Interest Sake. A second finding involved a student who opposed the inclusion of provocative issues. This student's rationales were labeled Oppositional. The first two findings were partnered with the six students' rationales. The third finding involved the other seven students who had a varying range of nuanced articulation, varied their opinion across time, or lacked a clear robust rationale. This finding was labeled developing rationales. These students' perspectives were labeled other voices.
In addition to the student data, journaling was utilized to explore my own rationale for using provocative issues within my world history classroom. These journals provided a space for reflection on my practice in regards to the teaching of provocative issues, thus addressing my third research question. The journals, like the other data sources, were coded using grounded theory as the main analytical device. Upon completion of the data analysis of my journals, themes began to emerge that progressed into findings. The self-study findings were categorized as; The Closed Space of Sexuality, The Banality of Violence, and Anti-Americanism Linked to Racism to Foster Critical Thinking.
Rehman, Jonas. "From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa". Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.
Testo completoThe thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.
Jarvis, Michael J. ""In the eye of all trade": Maritime revolution and the transformation of Bermudian society, 1612-1800". W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539623931.
Testo completoHerzig, Edmund M. "The Armenian merchants of New Julfa, Isfahan : a study in pre-modern Asian trade". Thesis, University of Oxford, 1991. http://ora.ox.ac.uk/objects/uuid:8d886ba7-339e-458c-95d1-73978d764ae0.
Testo completoHaveric, Dzavid. "History of the Bosnian Muslim Community in Australia: Settlement Experience in Victoria". full-text, 2009. http://eprints.vu.edu.au/2006/1/Dzavid_Haveric.pdf.
Testo completoRyberg, Erik. "Lgr 11's Postcolonial Burden of History". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22702.
Testo completoKroher, Martin Josef. ""With Malice Toward None" to "A House Divided": The Impact of Changing Perceptions of Ritual and Sincerity on Elite Social Cohesion and Political Culture in Northern Song China, 1027-1067". Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13067681.
Testo completoEast Asian Languages and Civilizations
Griffiths, Dennis Morgan. "The social and economic history of The Standard and Fleet Street 1653-1900". Thesis, City University London, 1989. http://openaccess.city.ac.uk/7949/.
Testo completoMcLennan, Sarah Elizabeth. "Promoting Tourism, Selling a Nation: The Politics of Representing National Identity in the United States 1930-1960". W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539624012.
Testo completoEvoh, Peternwaike Nne Udo. "A systematic literature review on criminological research on the history of cybercrime focusing on type of crime and geographic origin of the perpetrators : Literature review on criminological research on the history of cybercrime". Thesis, Malmö universitet, Institutionen för kriminologi (KR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-46088.
Testo completoBerry, Chad. "Folk Custom as a Barometer of Social Change in a Tennessee Community". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2146.
Testo completoFredin, Sabrina. "History and geography matter : The cultural dimension of entrepreneurship". Doctoral thesis, Blekinge Tekniska Högskola, Institutionen för industriell ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14018.
Testo completoDuffett, Kristen Gayle. "Integrating literature and California history in fourth grade social studies". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1853.
Testo completoO'Brien, Eileen Marie. "Women in history: A vanishing act". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.
Testo completoClermont-Legros, Jean-Francis. "The quest for a social ethics : an intellectual history of U.S. social sciences : the case of Herbert Hoover, Wesley C. Mitchell, Charles E. Merriam and Mary van Kleeck". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100339.
Testo completoDay, Lori. "Personal interest in history and the social sciences and attitudes toward teaching in secondary social studies teachers". Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.
Testo completoHaveric, Dzavid. "History of the Bosnian Muslim Community in Australia: Settlement Experience in Victoria". Thesis, full-text, 2009. https://vuir.vu.edu.au/2006/.
Testo completoCristante, Nevio. "History, Religion, Power, And Authority: The Relevance Of Machiavelli". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609638/index.pdf.
Testo completos uniqueness and originality renders his educational direction as pertinent for times and conditions that are similar to and prevalent in ours. On the grand scale, his thought process disrupts the classical sense of philosophy, metaphysics, and religion. This disruption of the classical Western consciousness is an aim in the contemporary realm of political thought, which, starting with the extensive criticism of modernity found in the works of Nietzsche, has been developed in the realm of political thought throughout the twentieth and onto the twenty-first century. Therefore, Machiavelli &ndash
who lived 500 years ago &ndash
is nevertheless the source for productive knowledge, analysis, and prognosis for the contemporary political crisis, a crisis due to the downfall of modernity. The presupposition of latter-day modernity, as being considered the best of all possible worlds, is no longer believable. Modernity, what was once considered as being utterly unique and superior in human history, is responded to today by critiques on class domination, Western imperialism, the dissolution of community and tradition, the rise of alienation, and the impersonality of bureaucratic power. Machiavelli supplants the dominant modern consciousness through being a source for a new artistic revolution, a revolution of consciousness through a humane call for strength in facing reality, in order to re-constitute a divergent set of epistemological and ontological discoveries, which are better aligned to the condition of the present-day than those formulated by the dominant Western modern consciousness.
Montgomery, Jennifer J. "Controversies Over the Pledge of Allegiance in Public Schools: Case Studies Involving State Law, 9/11, and the Culture Wars". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461048.
Testo completoEducation Policy, Leadership, and Instructional Practice