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Artykuły w czasopismach na temat "Lancaster Industrial School for Girls"
Hobbs, Laura, Carly Stevens, Jackie Hartley, Mark Ashby, Benjamin Jackson, Lauren Bowden, Jordan Bibby i Sophie Bentley. "Science Hunters: teaching science concepts in schools using Minecraft". Action Research and Innovation in Science Education 2, nr 2 (21.11.2019): 13–21. http://dx.doi.org/10.51724/arise.23.
Pełny tekst źródłaKamau, Mary Wambui, i Simon Nyakwara. "The Influence of Family Leadership on Girl- Child School Dropout". East African Journal of Interdisciplinary Studies 4, nr 1 (2.11.2021): 15–20. http://dx.doi.org/10.37284/eajis.4.1.454.
Pełny tekst źródłaKamini. "Study of Home Environment of School Going Adolescents". RESEARCH REVIEW International Journal of Multidisciplinary 8, nr 3 (14.03.2023): 252–58. http://dx.doi.org/10.31305/rrijm.2023.v08.n03.031.
Pełny tekst źródłaDornan, Inge. "Conversion and Curriculum: Nonconformist Missionaries and the British and Foreign School Society in the British West Indies, Africa and India, 1800–50". Studies in Church History 55 (czerwiec 2019): 410–25. http://dx.doi.org/10.1017/stc.2018.7.
Pełny tekst źródłaWeavers, Linda K., Dianne T. Bautista, Margaret E. Williams, Megan D. Moses, Corin A. Marron i Glenda P. La Rue. "Assessing an Engineering Day Camp for Middle-School Girls". Journal of Professional Issues in Engineering Education and Practice 137, nr 3 (lipiec 2011): 127–34. http://dx.doi.org/10.1061/(asce)ei.1943-5541.0000046.
Pełny tekst źródłaHaliv, Mykola, i Vasyl Ilnytskyi. "The Industrial School for Jewish Girls, Sambir (1925–1939): A Local Institutional Description". ANNALES UNIVERSITATIS APULENSIS. SERIES HISTORICA 23, nr 1 (15.06.2019): 119–32. http://dx.doi.org/10.29302/auash.2019.23.1.9.
Pełny tekst źródłaBhave, Swati Y. "Understanding the Pattern of Adolescents’ Nutritional Behaviour and Lifestyle". Indian Journal of Youth & Adolescent Health 10, nr 01 (25.01.2023): 1–7. http://dx.doi.org/10.24321/2349.2880.202301.
Pełny tekst źródłaAnzid, Karim, Abdellatif Baali, Patrice Vimard, Susan Levy-Desroches, Mohamed Cherkaoui i Pilar Montero López. "Inadequacy of vitamins and minerals among high-school pupils in Ouarzazate, Morocco". Public Health Nutrition 17, nr 8 (19.08.2013): 1786–95. http://dx.doi.org/10.1017/s1368980013002140.
Pełny tekst źródłaSalim, Rose Mini Agoes, i Melly Preston. "Parenting Styles Effect on Career Exploration Behavior in Adolescence: Considering Parents and Adolescent Gender". Humaniora 10, nr 3 (20.12.2019): 249. http://dx.doi.org/10.21512/humaniora.v10i3.5803.
Pełny tekst źródłaSangha, J. K., i Harmeet Kaur. "Assessment of Heavy Metals Intake Among School Girls of an Industrial Town of Punjab". Journal of Human Ecology 11, nr 5 (wrzesień 2000): 387–89. http://dx.doi.org/10.1080/09709274.2000.11907568.
Pełny tekst źródłaRozprawy doktorskie na temat "Lancaster Industrial School for Girls"
Johnson, Sarah N. ""The True Spirit of Service"| Ceramics and Toys as Tools of Ideology at the Dorchester Industrial School for Girls". Thesis, University of Massachusetts Boston, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843990.
Pełny tekst źródłaThis thesis examines the ceramics, both full-scale and toy, and dolls recovered from the Industrial School for Girls (1859-1941) in Dorchester, MA, in order to assess the ways in which the Managers who ran the School used material culture to enculturate the girls, as well as how the girls used material culture to shape their own identities. This site provides a unique opportunity to study the archaeology of a single-gender, and predominately single-class and single-age. The Industrial School for Girls, as an institution whose aim was to better the lives of poor girls and give them economic opportunities, as well as to create a better class of domestic servants, embodies the complicated moralities of Victorian domesticity, gentility, and womanhood. Analysis of the function and style of adult and doll scale ceramic vessels indicates the control that the Managers had over the School’s material culture and how it was used to expose the girls to the proper goods that would help shape them into successful and well-behaved domestic servants. The ceramic vessels represented some of the forms required by the etiquette of the time to set a proper dining table, and many of them exhibit Gothic and floral motifs, representing purity and morality in the home. These items suggest that the Managers were making an effort to include the material culture of a proper Victorian home in order to raise their girls to be comfortable in and enculturated to that environment. The porcelain dolls recovered from the site, in both their number and condition, hint at some amount of material self-fashioning among the girls, suggesting that perhaps not all of their experiences were pleasant ones. The fact that so many dolls were discarded in the privy suggests that there was some manner of discontent among the girls that was taken out on their own dolls or the dolls of others.
Walsh, Thomas Broderick. "An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and Engineering". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9229.
Pełny tekst źródłaHryhorczuk, Anastacia L. "Reforming normalcy same-sex crushes at the Wisconsin Industrial School for Girls, 1930-1950 /". 2001. http://catalog.hathitrust.org/api/volumes/oclc/47649120.html.
Pełny tekst źródłaTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 95-98).
Robbins, Karen. "Discipline and polish: designing the "family system" at the Connecticut Industrial School for Girls, 1868-1921". Thesis, 2015. https://hdl.handle.net/2144/15695.
Pełny tekst źródłaHardy, Ann Varelle. "“. . . here is an Asylum open . . .” constructing a culture of government care in Australia 1801 – 2014". Thesis, 2014. http://hdl.handle.net/1959.13/1045262.
Pełny tekst źródłaThis thesis explores the history and heritage of the Newcastle Government Domain from its origins in the first European settlement at Newcastle in 1801 to its uncertain present as a largely vacated site of mental health care. The Domain is a significant holding of land at the centre of a growing urban area which has remained unalienated from the imperial, colonial and now state government because it has been seen as an asset to be applied to solving a series of contemporary challenges. Drawing upon public records, works of art and newspaper reports, the shifting uses of the Domain from centre of local administration, to military base, girls’ reformatory and asylum are traced demonstrating how the site contributed to meeting the responsibility for caring for the residents of New South Wales which fell to its governments. It is argued that rather than careful planning, decisions about the use of the Domain were largely the result of outside pressures. This is followed through in detail with regard to the establishment on the site in 1871 of an Asylum for Idiots and Imbeciles. A close reading of the extant records of this institution reveal that for several years, it served mainly as a repository for long term residents of older asylums. Only in the 1890s did it become populated by the intellectually disabled. Although it was an “accidental asylum”, the site was well suited to its purpose and has successfully hosted mental health services through to the present day. Its fraught transition from active health care campus to heritage site is traced to explore contemporary issues in heritage, in particular the rising interest in cultural landscapes, the role of interdisciplinary non-governmental organisations in heritage advocacy and the possibility of overtly recognising the positive benefits of heritage conservation for mental wellbeing at this and other sites. The Newcastle Asylum represented a new form of care in the colony of NSW and as such needs to form part of the cultural heritage of Newcastle because it contributed significantly to the social welfare of people in New South Wales.
Książki na temat "Lancaster Industrial School for Girls"
Djuric, Bonney. Abandon all hope: A history of Parramatta Industrial School. Georges Terrace, W.A: Chargan My Book Publisher, 2011.
Znajdź pełny tekst źródłaKelso, Richard. Building a dream: Mary Bethune's school. Redaktor Heller Debbie ill. Austin, Tex: Raintree Steck-Vaughn, 1993.
Znajdź pełny tekst źródłaBethune, Mary McLeod. Mary McLeod Bethune papers: The Bethune-Cookman College collection, 1922-1955. Bethesda, MD: University Publications of America, 1995.
Znajdź pełny tekst źródłaBrenzel, Barbara M. Daughters of the State: A Social Portrait of the First Reform School for Girls in North America, 1856-1905. The MIT Press, 1985.
Znajdź pełny tekst źródłaRogers, Henry B., i George S. 1818-1905 Boutwell. Account of the Proceedings at the Inauguration of the State Industrial School for Girls, at Lancaster, Aug. 27, 1856; With Addresses by H.B. Rogers, Esq. Hon. G.S. Boutwell and Others. Palala Press, 2018.
Znajdź pełny tekst źródłaIndustrial Experience of Trade-School Girls in Massachusetts. Creative Media Partners, LLC, 2018.
Znajdź pełny tekst źródłaWomen's Educational and Industrial Union. Industrial Experience of Trade-school Girls in Massachusetts. Franklin Classics, 2018.
Znajdź pełny tekst źródłaWomen's Educational and Industrial Union. Industrial Experience of Trade-School Girls in Massachusetts. Franklin Classics Trade Press, 2018.
Znajdź pełny tekst źródłaSchool, Alabama Girls' Industrial. Alabama Girls' Industrial School Bulletin: Anniversary Number; 2, October 1907. Creative Media Partners, LLC, 2021.
Znajdź pełny tekst źródłaSchool, Alabama Girls' Industrial. Alabama Girls' Industrial School Bulletin: Catalog 1908-1909; 8, April 1909. Creative Media Partners, LLC, 2021.
Znajdź pełny tekst źródłaCzęści książek na temat "Lancaster Industrial School for Girls"
Battle, Nishaun T. "Janie Porter Barrett’s Virginia Industrial School for Colored Girls". W Black Girlhood, Punishment, and Resistance, 76–96. New York, NY : Routledge, 2019. | Series: Intersectional criminology: Routledge, 2019. http://dx.doi.org/10.4324/9781315267562-5.
Pełny tekst źródłaHess, Sophie. "Ecologies of Docility and Control: Environmental Fantasy and Extractive Economy at a Maryland Girls Boarding School, 1834-1868". W To the Last Drop - Affective Economies of Extraction and Sentimentality, 47–64. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839464106-004.
Pełny tekst źródłaAllen-Handy, Ayana, Valerie Ifill, Raja Y. Schaar, Michelle Rogers i Monique Woodard. "Black Girls STEAMing Through Dance". W Challenges and Opportunities for Transforming From STEM to STEAM Education, 198–219. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2517-3.ch008.
Pełny tekst źródła"Rebecca Harding Davis". W Writing Appalachia, redaktorzy Katherine Ledford i Theresa Lloyd, 72–86. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0012.
Pełny tekst źródłaShvartsberg, Yana. "Career Opportunities for Girls and Mathematics Education 1890-1920 in the US". W “Dig Where You Stand” 7. Proceedings of the Seventh International Conference on the History of Mathematics Education. September 19-23, 2022, Mainz, Germany, 269–84. WTM Verlag, 2023. http://dx.doi.org/10.37626/ga9783959872560.0.19.
Pełny tekst źródłaCase, Sarah H. "Training “Leaders of Their Own Race”". W Leaders of Their Race. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041235.003.0004.
Pełny tekst źródłaPeebles-Wilkins, Wilma. "Janie Porter Barrett and the Virginia Industrial School for Colored Girls: Community Response to the Needs of African American Children". W A History of child welfare, 135–53. Routledge, 2017. http://dx.doi.org/10.4324/9781351315920-8.
Pełny tekst źródłaBrown, Jeannette E. "Chemists Who Work in Industry". W African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0006.
Pełny tekst źródłaRaporty organizacyjne na temat "Lancaster Industrial School for Girls"
Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs i Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, maj 2023. http://dx.doi.org/10.18235/0004935.
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