Готові списки джерел за темами / Historia = History

Добірка наукової літератури з теми "Historia = History"

Автор: Grafiati

Опубліковано: 27 липня 2024

Оновлено: 28 липня 2024

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Статті в журналах з теми "Historia = History"

Daniel Pérez, Carlos, and César Duque Sánchez. "From Big History to la Gran Historia?" Journal of Big History 3, no. 1 (January 1, 2019): 147–57. http://dx.doi.org/10.22339/jbh.v3i1.3165.

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Woods, Vincent, and Jorge Casanova. "History / Historia." Sirena: poesia, arte y critica 2006, no. 1 (2006): 202–3. http://dx.doi.org/10.1353/sir.2006.0113.

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Cuesta García de Leonardo, María José. "La historia de la ciudad de Granada a través de sus estampas: Historia tamquam pictura." CRATER, Arte e Historia, no. 3 (2023): 54–68. http://dx.doi.org/10.12795/crater.2023.i03.05.

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Анотація:

Con el estudio de los grabados elaborados en Granada en los siglos XVI y XVII, nos acercamos al estudio de su evolución histórica y sus gentes, de su manera de pensar y de los sucesos más importantes ocurridos en ella en el tránsito de una sociedad medieval y musulmana a otra cristiana, primero humanista y luego contrarreformista. El grabado constata la visión que hubo de esa historia.

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Polak, Paweł. "Rola historii nauki w działalności naukowej, dydaktycznej i filozoficznej Mariana Smoluchowskiego." Studia Historiae Scientiarum 18 (November 15, 2019): 27–53. http://dx.doi.org/10.4467/2543702xshs.19.003.11009.

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Marian Smoluchowski (1872–1917) był wybitnym polskim fizykiem, znanym m.in. jako pionier fizyki statystycznej. Jego krótka praca o historii fizyki w Polsce stanowi pionierskie opracowanie tego zagadnienia, była cytowana wiele razy, tworząc punkt wyjścia do dalszych badań nad historią fizyki w Polsce. Należy jednakże podkreślić, że nigdy nie poddano systematycznej analizie zagadnienia roli historii nauki w działalności naukowej Smoluchowskiego. W niniejszej pracy skupiono się na trzech obszarach działalności związanych z historią nauki: badawczym, dydaktycznym i filozoficznym. Wskazano, że doniosłość historii nauki dla Smoluchowskiego brała się z jej kulturowego znaczenia. Historia nauki odegrała ważną rolę w procesie krystalizacji koncepcji filozoficznych wybitnego fizyka, a także w dydaktyce fizyki, ukazując wewnętrzną dynamikę rozwoju nauki i inspirując do nowych odkryć. To ostatnie zagadnienie jest ściśle związane ze specyficznym podejściem metodologicznym Smoluchowskiego do fizyki, nazwanym przez niego „romantyzmem nauki”. W artykule wskazano nie tylko, że Smoluchowski jest pionierem historii fizyki w Polsce, ale też że przygotował podstawy dla przyszłego rozwoju tej dyscypliny. The role of the history of science in Marian Smoluchowski’s scientific, didactic and philosophical activities Abstract Marian Smoluchowski (1872–1917) was an outstanding Polish physicist, known e.g. as a pioneer of statistical physics. His short paper about history of physics in Poland represents the initial study in this field. It was cited many times, creating the starting point for the historiography of physics in Poland. However, the role of history of science played in Smoluchowski’s activities was never systematically analyzed before. This article concentrates on three main domains of Smoluchowski’s activities involved with history of science: scientific, didactic and philosophical. It reveals that for Smoluchowski the importance of history of science was determined by its cultural impact. History of science played the important role in crystallization of his philosophical concepts, as well as in didactics revealing the internal dynamics of science and inspiring to new discoveries. The last issue is tied with specific methodological approach to physics called by Smoluchowski ‘romanticism of science’. This paper shows that Smoluchowski was not only a pioneer of history of physics in Poland, but also prepared some foundations for future development of this field of research. Słowa kluczowe: Marian Smoluchowski, historia fizyki, filozofia w nauce, historia nauki w dydaktyce fizyki, historia nauki a kultura / Marian Smoluchowski, history of physics, philosophy in science, history of science and didactics of physics, history of science and culture

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Hee, Miriam van, Stefaan van den Bremt, Marco Antonio Campos, and Judith Wilkinson. "geschiedenis / historia / history." Sirena: poesia, arte y critica 2007, no. 1 (2007): 114–17. http://dx.doi.org/10.1353/sir.2007.0041.

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Rodriguez, Martha. "La historia de la historia: o una aproximación general a los modos de historiar." História da Historiografia: International Journal of Theory and History of Historiography 7, no. 15 (May 8, 2014): 188–91. http://dx.doi.org/10.15848/hh.v0i15.723.

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Garncarek, Piotr, Barbara Łukaszewicz, and Agnieszka Tambor. "Historia w punktach i w sztuce. Glottodydaktyczne spojrzenie na nauczanie cudzoziemców historii Polski." Poradnik Językowy, no. 9/2023(808) (December 18, 2023): 67–76. http://dx.doi.org/10.33896/porj.2023.9.5.

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Анотація:

This article addresses the issue of teaching history to foreigners learning Polish as a foreign language. The small number of publications in the field of Polish language glottodidactics discussing ways of teaching history to foreigners results in a lack of practical proposals for taking up this issue in foreign language classes. The authors present the possible methods of teaching Poland’s history in classes of Polish as a foreign language and of using cultural texts to deepen foreigners’ historical knowledge. The didactic proposals involve abandoning the discussion of selected historical events in chronological order in favour of showing the links between the past and the present. The manner of presenting events in the form of recurring collective behaviours in historically comparable situations is demonstrated. The possibilities of using cultural texts to enhance the knowledge of foreigners’ history are also described. In addition to the traditional analysis of texts telling about historical events explicitly, one can, among other things, talk about the genesis of the texts based on the historical processes that influenced their form. It is emphasised that addressing controversial topics provides an opportunity for learners to deepen their historical knowledge on their own and to strengthen a semi-autonomous attitude towards studying the Polish culture. The discussion falls into the area of research on teaching Polish as a foreign language and Polish culture as a foreign culture to adult foreigners learning Polish primarily in the academic system

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Tiburski, Eliete Lucia. "O Passado Presente, ou como se escrevia a história do tempo presente no século XIX. Gonçalves de Magalhães e a Memória Histórica da Revolução da Província do Maranhão (1839-1840)." Diálogos 22, no. 1 (July 7, 2018): 205. http://dx.doi.org/10.4025/dialogos.v22i1.43641.

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O artigo apresenta a questão da história do tempo presente e suas relações com o conceito de história no início do século XIX no Brasil. As reflexões serão feitas a partir do trabalho de Gonçalves de Magalhães intitulado Memoria Historica e Documentada da Revolução da Provincia do Maranhão desde 1839 até 1840, publicado na Revista do IHGB em 1848. Trata-se de analisar a condição do historiador enquanto sujeito que intervém em seu próprio tempo, a delimitação do campo da história, seus procedimentos e limites. Abstract The Present Past or as it was written the history of the present time in nineteenth century. Gonçalves de Magalhães and the Memória Histórica da Revolução da Província do Maranhão (1839-1840) This paper presents the question about the history of present time and its relations with the concept of history in the early nineteenth century in Brazil. The starting point of the discussion is the article Memoria Historica e Documentada da Revolução da Provincia do Maranhão desde 1839 até 1840, published by Gonçalves de Magalhães an influential Brazilian history journal in 1848. The goal is to analyze the condition of the historian as a subject involved in his own time, the delimitation of history field, its methods and limits. Resumen El pasado presente o cómo escribir la historia del tiempo presente en el siglo XIX. Gonçalves de Magalhães y la Memória Histórica da Revolução da Província do Maranhão (1839-1840). El artículo presenta la cuestión de la historia del tiempo presente y sus relaciones con el concepto de historia, en el comienzo del siglo XIX, en Brasil. Las reflexiones están realizadas a partir de la obra de Gonçalves de Magalhães, titulada Memoria Historica e Documentada da Revolução da Provincia do Maranhão desde 1839 até 1840, publicada en la Revista IHGB en 1848. Se trata de analizar la condición del historiador como sujeto que interviene en su propio tiempo, la delimitación del campo de la historia, sus procedimientos y límites.

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Mazlish, Bruce. "La historia se hace Historia: la Historia Mundial y la Nueva Historia Global." Memoria y Civilización 4 (November 12, 2018): 5–17. http://dx.doi.org/10.15581/001.4.33832.

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A partir de la diferencia entre historia -en el sentido de "conjunto de acontecimientos"- e Historia -en el de "esfuerzo consciente por reconstruir y comprender los acontecimientos del pasado"- se procura contemplar dos ejemplos concretos de cómo la historia se vuelve Historia: la Historia Mundial (World History) y la Nueva Historia Global (New Global History). Se describe el desarrollo de la Historia Mundial después de la Segunda Guerra Mundial y se aporta un breve resumen de los planteamientos de William McNeill, de sus partidarios y de los teóricos del sistema mundial. A continuación se enumeran las diferencias entre la Historia Mundial y una incipiente Historia Global y se ofrece un esbozo de la naturaleza de esta última y de sus logros, poniendo el énfasis en su perspectiva sobre el espacio exterior, el papel de las comunicaciones vía satélite y la sinergia y sincronía de sus diversos elementos. Por fin, se discute el proceso de globalización, que ha provocado el surgimiento de la Nueva Historia Global, y se propone la tesis de que está cambiando el modo en que hacemos la "Historia".

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Kokowski, Michał. "Sprawa „Wniosku o korektę punktacji czasopisma Studia Historiae Scientiarum z 20 punktów na 70 punktów”." Studia Historiae Scientiarum 19 (September 30, 2020): 507–41. http://dx.doi.org/10.4467/2543702xshs.20.016.12572.

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Artykuł przedstawia fakty dotyczące nierozpatrzonego dotąd „Wniosku o korektę punktacji czasopisma Studia Historiae Scientiarum z 20 punktów na 70 punktów” (z 9 września 2019 i 15 stycznia 2020 r.) skierowanego do Komisji Ewaluacji Nauki MNiSW. Analizuje on publicznie dostępne informacje na temat obecności polskich czasopism z dyscyplin „historia”, „historia nauki” oraz „historia i filozofia nauki” w bazach indeksacyjnych lub biblioteach czasopism i ich wskaźników bibliometrycznych. Informacje te są porównane z przyznanymi punktami w ministerialnej ewaluacji czasopism z 2019 r. Ponieważ ministerialna punktacja nie ma związku z rzeczywistym dorobkiem czasopisma Komisji Historii Nauki PAU, podniesiono kwestię pilnej zmiany punktacji tego czasopisma. The case of the “Complaint calling for a correction of the score given to the journal Studia Historiae Scientiarum from 20 to 70 points” The article presents facts about the hitherto pending “Complaint calling for a correction of the score given to the journal Studia Historiae Scientiarum from 20 to 70 points” (of September 9, 2019 and of January 15, 2020) addressed to the Science Evaluation Commission of the Ministry of Science and Higher Education of the Polish Government. It analyzes publicly available information on the presence of Polish journals on ‘history’, ‘history of science’ and ‘history and philosophy of science’ in indexation databases or journal libraries and their bibliometric indicators. This information is compared with the scoring awarded in the ministerial evaluation of journals in 2019. Since the ministerial scoring is not related to the actual achievements of the journal of the Commission on the History of Science, Polish Academy of Arts and Sciences, urgent change in the scoring of this journal has been demanded.

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Більше джерел

Дисертації з теми "Historia = History"

Berg, Mikael. "Historielärares historier : Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia." Licentiate thesis, Karlstads universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6631.

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The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis? The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced. The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex. At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

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Dahl, 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.

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Анотація:

Detta examensarbete syftar till att besvara frågor rörande historieanvändning och historieförmedling på lajv. För att besvara och belysa användandet och bruket av historia redogör detta arbete för tidigare forskning i ämnet, problematiserar och diskuterar denna forskning, och forskningen används sedan för att studera lajvande. Problem som uppkommit är att forskningen idag i mycket lägger fokus på arenor där lärande är ett mål, vilket inte är fallet med lajv i stort. De teorier som presenteras är historiedidaktiska teorier, och de har i en del fall överförts från ett studium av skolan, och anpassats, eller tolkats, för att passa in i studiet av lajv. En hel del forskning som existerar kring ämnet historiedidaktik har lagt tonvikten vid att studera enbart skolan, och dessa har behövt tolkas för att passa in i studiet av en annan arena. Resultatet av detta arbete visar att lajv brukar historia utifrån sina förutsättningar, och sin position i samhället. Samt utifrån den individuella deltagarens och arrangörernas relation till historia.

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Levay, Burman Tobias. "Historia till vår tid : En innehållsmässigt komparativ studie av kursplanen HistoriaA och undervisande lärares HistoriaA." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9382.

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Анотація:

Då den senaste kursplanen så tydligt poängterar att nutid, och även framtid, ska vara centrala aspekter att förstå och tolka historien genom och dessutom stipulerar att man bland annat ska innehållsmässigt behandla historien fram till och med idag så menar jag att det finns anledning att undersöka om det faktiskt är ett utbrett problem som jag har stött på samt även vad det kan få för konsekvenser. Eftersom även mycket av den moderna forskningen inom historieundervisning undersöker just historiemedvetenhet, som det här ju kan tangera, är det också intressant att se om lärare tror att ett glapp i kronologin kan påverka elevernas historiemedvetenhet och om det också är något som aktivt genomsyrar deras undervisning.

För att själv se huruvida lärare också har upplevt problematiken kring att inte uppnå kursplanmålet i Historia A angående har jag i den här undersökningen sammanställt ett forskningsläge om i vilken utsträckning och vilken modernare historia som behandlas, hur lärares undervisningsstrategi kan påverka vilken historia de förmedlar, hur kursplanen ser ut samt vad historiemedvetenhet är. Jag har även lyft fram de delar i kursplanen och läroplanen som jag först och främst vill undersöka om de upprätthålls men även mer generella delar av dessa som förklarar varför det är viktigt att följa de planer som finns. Efter det så har jag genomfört intervjuer med undervisande lärare på gymnasiet för att även få deras syn på problemet, om det nu ens är ett problem, slutligen analyserat intervjuerna och kopplat de till forskningsläget och kursplanen.

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Avery, Hajnal Vass. "Balancing act showcasing women's history in Fides et historia /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Wadin, Wesslén Karl Erik. "Banden mellan historia och arkiv." Thesis, Mittuniversitetet, Institutionen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-14040.

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Lindmark, Andreas. "Historiemedvetande i skolan : En studie i hur historiemedvetande tar sig i uttryck i lärares utsagor om sin undervisning." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-154430.

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Анотація:

In this study historical consciousness is the main object of interest. Historical consciousness has been described as a problematic didactical tool for teachers to use in the daily activity. The reason for it is because the concept is somewhat vague and there is no clear consensus for how to use it. However, in the Swedish guidelines for how teachers should work, history historical consciousness is mentioned as the purpose of all historical education. Because of the important role of this concept, this study tries to once more to evaluate how teachers work with the concept in their daily activity. What separates this study from previous ones is that it focusses on the aspects of historical consciousness instead of teachers understanding of the concept. Seven teachers where interviewed about how they teach history and their description was compared to a theoretical background regarding historical consciousness. The result showed that all teachers that participated in the study work with historical consciousness in some regard, some more than others. How teachers work with the concept is also described. The main conclusion of the study is that teachers that follow their national guidelines of the history subject tend to work with historical consciousness whether there are aware of it or not.

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Samuelsson, Patrik. "En levande historia : Hur Forum för levande historia levandegör det förflutna genom historisk empati." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67354.

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Анотація:

The purpose of this essay is to analyze how the Swedish government agency Forum för levande historia mediates historical understanding through attempts to bridge distance in time and space. With reference to the concept of historical empathy I examine two publications by the Forum för levande historia agency to illustrate how history may be conveyed in a way which constitutes historical empathy in relation to secondary school students. The essay is guided by three question: "how can one understand the concept of historical empathy in relation to the student materials published by the Forum för levande historia angency in a broader educational context?", "how does the Forum för levande historia agency relate to the readers historical understanding?", and, "in what way is historical empathy used to bridge the temporal and geographical dimension in history education?". Furthermore, my theoretical framework states that historical empathy can only be achieved through an alignment of historical positionality; a positioning of a texts authors and recipients regarding their preconceived understanding of his-tory. Thus, history may only be conveyed when an author positions the historical content in a way that consider how the recipient’s ontological, epistemological, existential, and sociocultural disposition impact their view of history. Through my textual analysis, with basis in said theoretical framework, I conclude that Forum för levande historia convey history by three different means, each one facilitated as a different type of historical empathy. Consequently, the three types that constitutes historical empathy, narrative, subjective, and contextual empathy, are used by the authors to position the text in a way that is accessible for student. However, as the analysis demonstrate a hybridization in the use of historical empathy raises questions about whether this implementation develop or impair historical empathy. Hence, my essay suggests that the implication for teaching history, as well as history education in a broader sense, require educators to reflect and evaluate how they con-vey history.

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Lindholm, Gustaf. "Historia i förändring : En läroplansteoretisk analys." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67356.

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Анотація:

This essay focuses on showing the development of the subject of history in Swedish upper secondary education. History in Swedish education has been subjected to changes throughout different periods following contextual needs constituted by economic, political and social challenges. The answer to the question what history education is good for forms a framework for what kind of education is possible within the subject. The theoretical framework for this study is based on Swedish curriculum theory and uses anglo saxon curriculum theory and critical constructive didactics as models to analyze the content of three Swedish curricula: lgy65, lpf94 and lgy11. The method used is a qualitative text analysis which focuses on the main ideological and didactical concepts of the three curricula in order to show what history is considered to be the answer to and what kind of education is possible and considered to be good teaching in each curriculum. The results of the study show a few main trends in the development of the subject. One of those trends is the increased focus on history as a subject used in the education of citizens and to create a sense of identity for students. History as a scientific subject with value in its own right seems to have decreased. Another development is the decreased focus in the curricula of using fixed content as a framing for teaching. Instead the later curriculas show a framing of goals and results which leaves a bigger room for the didactical choices of the individual teacher and group of students. Even if a slight shift can be seen in lgy11 towards an increased focus on content, the main trend in the development of history as a subject seem to be towards being of democratic and practical use for the individual and society which affects the teaching frames in the curriculum. This leaves an increased responsibility for the teacher to make relevant didactical choices as opposed to older curricula where the choices considering content and to some extent methods were made politically and centrally.

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Turini, Leide Divina Alvarenga. "O tempo historico na pesquisa sobre ensino de historia : um balanço historiografico." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252428.

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Анотація:

Orientador: Ernesto Zamboni
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. Este estudo corresponde a um balanço historiográfico da pesquisa que elegeu o tempo histórico no ensino de História como objeto de investigação na década passada. A partir de uma aproximação com autores cujas reflexões apontam ruptura com a história linear e desconstrução da idéia de progresso como norma histórica em defesa de uma concepção do tempo histórico fundada nas experiências concretas dos sujeitos, procura (re)construir sentidos da experiência que constitui o tempo histórico como campo de pesquisa específico e que envolve a História e suas interlocuções com outras áreas do conhecimento. Caracterizadas segundo seus objetivos, suas abordagens teórico-metodológicas e suas conclusões, as pesquisas revelaram que o objeto tempo histórico se constitui com base em diferentes possibilidades de investigação, seja na perspectiva de se apreender como os alunos compreendem, desenvolvem e/ou representam noções temporais, seja na perspectiva dos pesquisadores que se preocupam com o lugar do tempo histórico nas propostas curriculares, na formação e nas representações dos professores, bem como no livro didático de História. O diálogo indagativo com as pesquisas ensejou uma reflexão sobre a inserção dos Parâmetros Curriculares Nacionais como via de interlocução entre políticas públicas adotadas para a educação no Brasil e a produção acadêmica; sobre fundamentos, perspectivas e questões relativas à proposta de uma educação histórica; também pôs em questão a idéia de progresso como força motriz de uma concepção linear de história
Abstract: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. This study corresponds to a historiographical examination of the research which elected historic time in the History teaching as subject matter last decade. It tries to rebuild meanings of the experience constitutive of historic time as a specific research field involving history and its intersection with other fields of knowledge, based on authors who point out a rupture in the linear history and deconstruction of the idea of progress as a historical norm and, so, support a conception of historic time founded on the individuals¿ concrete experience. Given their goals, theoretical, methodological approaches, and conclusions, these researches have revealed that historic time as subject matter is constituted according to different possibilities of investigation, whether it is into the perspective of grasping how students understand, develop, and represent time notions or into the perspective of researchers worried about the place historic time occupies in curricular proposals, in teachers¿ education and representations, as well as in History textbooks. The enquiring dialogue with these researches aimed to supply a reflection on both the presence of the national curriculum guidelines in them ¿as a way of interlocution between public policies for education in Brazil and the academic production¿and on the grounds, perspectives, and questions related to the proposition of a historical education. Also, it put into question the idea of progress as motive force of a linear conception of history
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação

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Edwardsson, Peter. "Kampen om historien : levande eller statlig historia i skolan?" Thesis, Kristianstad University College, School of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5785.

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Syftet med uppsatsen är dels att försöka se vilka frågor eller argument som kommit fram i debatten kring det uppdrag som Forum för levande historia (FFLH) har fått av regeringen se hur olika historielärare ser på informationskampanjen. Undersökningen inriktar sig på att genom användandet av de teoretiska verktygen historiemedvetande och historiebruk, försöka se om det finns en diskrepans mellan den akademiska världen och skolans värld, mellan forskare på våra universitet och historielärare ute på våra skolor och det utifrån den debatt som uppstått kring Forum för levande historias senaste uppdrag – att belysa och informera om brott mot mänskligheten under kommunistiska regimer. Det resultat som undersökningen kommer fram till, är att utifrån mitt undersöknings-material kan det påvisas att det finns en synlig diskrepans mellan den akademiska världen och grund- och gymnasieskolan. På frågan om man kan härleda de olika inblandades agerande utifrån olika historiebruk, så tror jag också att jag har fått fram att så är fallet.

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Книги з теми "Historia = History"

Historias de nuestra historia. Buenos Aires: Editorial Dunken, 2000.

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Dana, Martínková, Hadravová Alena, Matl Jiří, and Šmahel František, eds. Historia Bohemica =: Historie česká. Praha: KLP-Koniasch Latin Press, 1998.

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Aelian. Poikilēs historias =: Varia historia. Chicago: Ares Publishers, Inc., 1995.

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Ayestarán, Angel. Historias de la historia. Montevideo: Arca, 1997.

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Canclini, Arnoldo. Malvinas: Su historia en historias. 2nd ed. Buenos Aires: Instituto de Publicaciones Navales del Centro Naval, 2008.

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Canclini, Arnoldo. Malvinas: Su historia en historias. Buenos Aires: Planeta, 2000.

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Martínez, Francisco Roberto Gutiérrez. Quetzaltenango, historias de su historia. Quetzaltenango, Guatemala: [publisher not identified], 2017.

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Xhufi, Pëllumb, 1951- writer of introduction, ed. Historia e Çamërisë: Vështrim historik. Tiranë: UET Press, 2015.

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Navarro, Efraín González. Memoria del tiempo: Las historias de la historia : ''historia platicada"--. Guadalajara, Jalisco, México: Ediciones Egon, 2008.

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Marco, Miguel Angel de. Historias de la historia argentina. Buenos Aires, Argentina: Editorial El Ateneo, 2013.

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Частини книг з теми "Historia = History"

Schepens, Guido. "History and Historia : Inquiry in the Greek Historians." In A Companion to Greek and Roman Historiography, 27–41. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405185110.ch3.

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Moseley, Alex. "The Great History Conundrum." In Historia Ludens, 71–88. New York, NY : Routledge, 2020. | Series: Routledge approaches to history ; vol. 30: Routledge, 2019. http://dx.doi.org/10.4324/9780429345616-5.

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Webber, Nick, and E. Charlotte Stevens. "History, Fandom, and Online Game Communities." In Historia Ludens, 189–203. New York, NY : Routledge, 2020. | Series: Routledge approaches to history ; vol. 30: Routledge, 2019. http://dx.doi.org/10.4324/9780429345616-12.

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Ortoll, Servando, and Pablo Piccato. "A Brief History of the Historia moderna de México." In A Companion to Mexican History and Culture, 339–60. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444340600.ch19.

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Aja, Teresa González, and Rodrigo Pardo. "Materiales Para La Historia Del Deporte." In Routledge Handbook of Sport History, 374–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429318306-52.

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Longo, Mario. "The Theory of “Historia Philosophica”." In International Archives of the History of Ideas / Archives internationales d'histoire des idées, 387–432. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9507-7_6.

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"History Recovered:." In Historia Patria, 122–64. Princeton University Press, 2020. http://dx.doi.org/10.2307/j.ctv173f1nm.10.

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"History Invented:." In Historia Patria, 65–98. Princeton University Press, 2020. http://dx.doi.org/10.2307/j.ctv173f1nm.8.

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"History Remembered:." In Historia Patria, 99–121. Princeton University Press, 2020. http://dx.doi.org/10.2307/j.ctv173f1nm.9.

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"Making Historia (History/Her Story):." In Spanish American Women's Use of the Word, 161–84. University of Arizona Press, 2022. http://dx.doi.org/10.2307/j.ctv2zjz7b8.11.

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Тези доповідей конференцій з теми "Historia = History"

Martin, Shelley F. "Removal of History." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.27.

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In regarding history as a concept, the foundation of both the critical and the cultural historian relies on the metaphor selected to order the world. The acquisition of knowledge by inquiry, as in the Greek “historia”, is related to the Latin “videre” ( to see), and develops an historical sense which includes the perception of the past, the present, and the future simultaneously. These relationships of time usually move either horizontally as a chronological time line with clear regulations and overlaps; or vertically with the direct impact of a cut or incision that both divides and links at the same time. A ruin is a state of time where, for a moment, all three tenses collide as the past and the future crash into the present. In a ruin both the productions and the destructions of history reveal themselves as an opportunity to recognize the significance and signatures of events and the boundaries enclosing them.

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Sales Romero Marques, Valquíria, and Renata Pereira Baesso. "Narrativas digitales de la historia urbana de la ciudad de Indaiatuba (São paulo – Brasil)." In International Conference Virtual City and Territory. Roma: Centre de Política de Sòl i Valoracions, 2014. http://dx.doi.org/10.5821/ctv.7992.

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La sociedad se reorganizó a partir de la revolución tecnológica. El capitalismo ha sido reestructurado debido a la globalización de las actividades económicas. Los conceptos de tiempo y espacio han sido transformados. Las redes sociales, aliadas al fácil acceso a internet y a las novedades de las tecnologías de la información y comunicación han estado facilitando no solamente la generación del conocimiento, como también la divulgación de productos, marcas y la facilidad con la que encontramos los mismos. Una nueva etapa de la historia, ahora más acelerada por la convergencia de momentos, se presenta a partir de la evolución tecnológica. Utilizando Indaiatuba, ciudad del interior de Brasil, como estudio de caso, el objetivo de este artículo es enseñar algunas de las formas de narrar la historia de la ciudad utilizando las nuevas tecnologías, estimulando así la inteligencia colectiva en la sociedad y el compartir de la historia, contribuyendo consecuentemente para la preservación del patrimonio histórico-cultural a través de la mediatización de los mismos. Society has been reorganized due to technological revolution. Capitalism has been restructured because of the globalization of economic activities. The concepts of time and space were transformed. Social networks, coupled with easy access to Internet and new technologies of communication and information have not only facilitated the generation of knowledge but the dissemination of products and brands and their interaction capability as well. A new stage of history, now accelerated by the convergence of moments, is presented from the technological evolution. Using Indaiatuba city in the interior of Brazil, as a case study, the aim of this article is to expose some ways to tell the story of the city using new technologies in order to stimulate society collective intelligence and its capability of sharing their history. This will lead to the preservation of historic and cultural heritage through the mediatization of Indaiatuba richly history.

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Méndez Rodríguez, Luis, and Rocío Plaza Orellana. "Teaching photography in the 21st century: old problems and new needs. Field study in the area of Art History: sources, methodologies and digital culture. Enseñando fotografía: viejos problemas y nuevas necesidades. Estudio de campo en Historia del Arte." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6760.

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Teaching photography in the 21st century: old problems and new needs. Field study in the area of Art History: sources, methodologies and digital culture. Enseñando fotografía en el siglo XX: viejos problemas y nuevas necesidades. Estudio de campo en el área de Historia del Arte. Fuentes, metodologías y cultura digital. Luis Méndez Rodríguez. Universidad de Sevilla. Rocío Plaza Orellana. Universidad de Sevilla. Palabras clave: Fotografía, historia del arte, enseñanza, innovación docente, tecnología. Photography, art history, teaching, innovation, technology. Este trabajo analiza la enseñanza de la fotografía en los estudios de Historia del Arte, partiendo del origen de esta asignatura en los programas de licenciatura, y haciendo un balance sobre el proceso de adaptación a los nuevos grados y másteres que se han desarrollado con la reforma de la enseñanza universitaria de los últimos años, analizando su transformación y/o desaparición. Se plantea asimismo una reflexión sobre cómo ha ido cambiando epistemológicamente esta enseñanza, realizando un recorrido por la evolución de esta materia en los estudios universitarios, prestando especial atención al uso tradicional de esta disciplina y a las semejanzas y diferencias que se han generado en el contexto de los estudios europeos de Historia del Arte, trazando una correlación y análisis comparado con otros países. Asimismo, partiendo de nuestra experiencia como profesores e investigadores en asignaturas de fotografía y arte contemporáneo de los grados de Historia del Arte y de Bellas Artes, se señalan los principales problemas derivados del modelo de enseñanza tradicional y de las nuevas necesidades que Bolonia precisa. En este sentido, se desarrolla un trabajo de campo, tanto para analizar su protagonismo o en su defecto su carencia en los estudios artísticos, así como de las innovaciones docentes que se han desarrollado en estas materias. Por último, se reflexiona sobre el uso de la fotografía como fuente para la Historia del Arte, las metodologías docentes para su enseñanza y los retos que impone la cultura digital en la que se desarrolla su investigación, docencia, conservación y gestión.

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Orozco Varela, Luis Pablo, Mariana Blanco Ortiz, Gustavo Campos Fonseca, María Cubillo González, and Javier Nuñez Marín. "El Museo Dialoga: el museo y la sociedad en comunicación crítica." In Congreso CIMED - II Congreso Internacional de Museos y Estrategias Digitales. Valencia: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/cimed22.2022.15643.

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El Museo Dialoga: el museo y la sociedad en comunicación crítica. Autores: MSc. Luis Pablo Orozco Varela[1] Sra. Mariana Blanco Ortiz[2] Sr. Gustavo Campos Fonseca[3] Sra. María Cubillo González[4] Sr. Javier Nuñez Marín[5]. Resumen La ponencia consiste en compartir y analizar en profundidad el quehacer comunicativo del Museo de Cultura Popular de la Escuela de Historia de la Universidad Nacional de Costa Rica, específicamente a partir de la iniciativa de diálogo virtual denominada “#elmuseodialoga”, la cual ha potencializado la presencia del museo en las redes sociales académicas y ha contribuido a potenciar enlaces dialógicos con académicos, dentro y fuera de la universidad, así como con actores de la sociedad civil en su conjunto. Esta iniciativa surgió ante el desafío presentado por la pandemia COVID 19 con el fin de potencializar acciones de extensión y difusión de carácter virtual por medio del uso de las redes sociales con las que cuenta el museo, por ejemplo, el canal de youtube, Facebook, Instagram, Twitter y linkedin. Para ello, académicos que laboran en el museo y estudiantes de la Escuela de Historia, han aunado esfuerzos en pro de generar una alternativa de comunicación acorde a los nuevos desafíos de la virtualidad. En ese sentido, se ha potenciado a lo largo de poco más de un año, cuarenta ediciones de diálogo virtual, contando con invitados tanto nacionales, como internacionales, esto último dentro de la modalidad #elmuseodialogainternacional. El espacio de diálogo cuenta con tres ejes trasversales que permiten cubrir un amplio espectro de posibilidades temáticas: a) Cultura popular, historia, arte y patrimonio, b) difusión del quehacer académico y c) temas de actualidad nacional e internacional. En el primer eje abordamos todo lo relativo a patrimonio cultural, materia e inmaterial, tradiciones, cultores populares, arte costarricense, entre otros. A partir del segundo eje, trabajamos en difundir el aporte de investigaciones de académicos tanto de la UNA como de otras universidades nacionales e internacional, con el fin de divulgar a públicos más amplios la contribución del conocimiento producido por las universidades a la sociedad en su conjunto. En el caso del tercer eje, reforzamos la relación pasado-presente, generando espacios de lectura de la realidad nacional e internacional, abriendo también horizontes de prospectiva. Palabras claves: Comunicación, Pedagogía, Cultura contemporánea, Patrimonio Cultural, Historia. The Museum Dialogues: the museum and society in critical communication. Resume The presentation consists of sharing and analyzing in depth the communicative work of the Museum of Popular Culture of the School of History of the National University of Costa Rica, specifically from the virtual dialogue initiative called "#elmuseodialoga", which has potentiated the presence of the museum in academic social networks and has contributed to fostering dialogic links with academics, inside and outside the university, as well as with actors from civil society as a whole. This initiative arose in order to enhance virtual extension and dissemination actions through the use of social networks that the museum has, for example, the YouTube channel, Facebook, Instagram, Twitter and LinkedIn. To this end, academics who work at the museum and students from the School of History have joined forces to generate a communication alternative in line with the new challenges of virtuality. In this sense, forty editions of virtual dialogue have been promoted over the course of just over a year, with both national and international guests, the latter within the #elmuseodialogainternacional modality. The dialogue space has three transversal axes that allow covering a wide spectrum of thematic possibilities: a) Popular culture, history, art and heritage, b) dissemination of academic work and c) current national and international issues. In the first axis we address everything related to cultural heritage, material and immaterial, traditions, popular cultists, Costa Rican art, among others. From the second axis, we work on disseminating the contribution of academic research from both the UNA and other national and international universities, in order to disclose to wider audiences, the contribution of the knowledge produced by universities to society as a whole. In the case of the third axis, we reinforce the past-present relationship, generating spaces for reading the national and international reality, also opening prospective horizons. Keywords: Communication, Pedagogy, Contemporary Culture, Cultural Heritage, History. [1] Académico Museo de Cultura Popular, Escuela de Historia, UNA. [2] Estudiante Escuela de Historia, UNA. [3] Estudiante Escuela de Historia, UNA. [4] Estudiante Escuela de Historia, UNA. [5] Estudiante Escuela de Historia, UNA.

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Ceriolo, L. "Why and How to Introduce the Teaching of History in the Cursum Studiorum of Structural Disciplines in Engineering Faculties." In IABSE Symposium, Wroclaw 2020: Synergy of Culture and Civil Engineering – History and Challenges. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2020. http://dx.doi.org/10.2749/wroclaw.2020.0229.

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<p>Historia magistra vitae is not only a saying, but a true sentence. We cannot do our best without the knowledge derived from the past. We must learn from the past to act in the best way today. In fact, errors, faults and failures in structures and architecture could be avoided with knowledge and experience.</p><p>Social progress is connected to technological developments, and vice versa. Just consider two examples. First, the developments of the research about Fracture Mechanics were driven by the necessity to increase the basins of some damaged dams during the energy crisis in the 1970s. Secondly, the cracked experienced by some cast iron bridges drove the production of iron and steel as pure as metals. To study this phenomenon a new branch of science was born: fracture mechanics [1]. Several eminent engineers and historians traced the history of civil engineering and our task is now to translate their teaching to students of engineering together with the study of technical topics and BIM tools. It is important that future professors in science universities should have a general preparation and insight sufficient to teach successfully.</p>

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García-Holgado, Alicia, Lucía García-Holgado, Erika García-Silva, Sonia Verdugo-Castro, and Francisco José García-Peñalvo. "HerStory, poniendo en valor a las mujeres en la historia de nuestraslocalidades - [HerStory, highlighting women in the history of our towns and cities]." In Innovación educativa en los tiempos de la inteligencia artificial. Actas del VII Congreso Internacional sobre Aprendizaje, Innovación y Cooperación, CINAIC 2023. Zaragoza: Servicio de Publicaciones Universidad, 2023. http://dx.doi.org/10.26754/cinaic.2023.0126.

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VAZQUEZ RIOS, RAFAEL. "LOS CENTROS HISTORICOS: SU URBANISMO Y PATRIMONIO CULTURAL." In Seminario Internacional de Investigación en Urbanismo. Bogotá: Universidad Piloto de Colombia, 2022. http://dx.doi.org/10.5821/siiu.10052.

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The initialization in 1985 of the Historic Complex of the Historic Center of Malaga caused the drafting of a Special Plan for the protection of the area that has been in force for thirty years and that following the registration of this set in the General Catalogue of the Andalusian Historical Heritage and the mandate of the last General Plan of Urban Planning of 2011 is in the phase of renewal and advancement , in this document we analyze the history of the document, its contributions and the solutions that the economist Don Vicente Seguí Pérez can provide with the hand of his editor. We analyze the trajectory of the document, its contributions, its achievements, its shadows and provide ideas so that the progress of the document approved in 2014 and the proposal to modify the scope that emerged in 2018 come to fruition and achieve the improvement of the plan for the future of the Historic Center of Malaga and be a richer document that generates stability in the future. Keywords: Malaga heritage, conservation, future and innovation La incoación en 1985 del Conjunto Histórico del Centro Histórico de Málaga hizo que se redactara un plan Especial de protección del ámbito que lleva treinta años en vigor y que a raíz de la inscripción de éste conjunto en el Catálogo General del Patrimonio Histórico Andaluz y al mandato del último Plan General de Ordenación urbana de 2011 está en fase de renovación y avance , en este documento analizamos la historia del plan , sus aportaciones y la soluciones que puede aportar de la mano de su redactor el economista Don Vicente Seguí Pérez .Analizamos la trayectoria del documento, sus aportaciones, sus logros, sus sombras y aportamos ideas para que el avance del mismo aprobado en 2014 y la propuesta de de modificación del ámbito surgida en 2018 lleguen a buen puerto y consigan la mejora del plan para el futuro del Centro Histórico de Málaga y sea un documento más rico que genere una estabilidad en el futuro. Palabras clave: Patrimonio malagueño, conservación, futuro e innovación.

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Ершова, Н. А. "“TEMPLE OF THE RUSSIA’S HEROES FAME”. HEROES IN HISTORIOGRAPHY AND ARTISTIC CULTURE OF THE EARLY 19TH CENTURY." In Образ героя. От прошлого к настоящему. Crossref, 2023. http://dx.doi.org/10.54874/9785605054252.2023.1.10.

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Представление о героическом в российской истории в начале XIX в. происходило благодаря совместным устремлениям историков, писателей, художников. Эпически-возвышенные характеристики исторических персонажей соответствовали определенным каноническим представлениям о герое истории, не предполагавшем противоречивости. Пример сочинения П. Ю. Львова раскрывает особенности беллетризации деятельности героев российской истории, создания словесных монументов, готовых для воплощения скульптором или художником. Творчество Н. М. Карамзина, всецело разделявшего такой подход, свидетельствовало о продвижении по пути объективности и критики в истории. Idea of a heroic personage in Russian history of the early 19th century had been forming in common aspiration of the historians, writers, artists. Epic and sublime images of the historic figures appeared in accordance with certain canonic rules of the heroes’ representation. P. Lvov’s book is an example of historic popular fiction with the heroes presented like verbal monuments ready to be depicted by a sculptor or painter. Great Russian historian N. Karamzin who contributed to this way of commemoration, in his historical writings moved forward in direction of the historical objectivity and critics.

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Hart, Lisa J., and Charles E. Walker. "Historic Texas Suspension Bridges Part 1: History." 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)49.

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Babbo, Luis. "CIUDAD Y PROYECTO ENTRE EUROPA Y AMÉRICA LATINA. Londres, París y Barcelona en la historia del saneamiento de Buenos Aires (1871-1923)." In Seminario Internacional de Investigación en Urbanismo. Universitat Politècnica de Catalunya, Grup de Recerca en Urbanisme, 2024. http://dx.doi.org/10.5821/siiu.12695.

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In this article I will address the first European sanitation projects, identifying continuities and ruptures that laid the foundations of urban planning and the conformation of the sanitation system in Buenos Aires. The foundational sanitation projects in Buenos Aires (1871-1923) reflected the sanitary crises and technical solutions deployed in the great European capitals; a strategy observed by politicians and decision makers as an essential component of the modernizing movement of the city. I will thus inquire about analogies and relationships between London, Paris, Barcelona and Buenos Aires in the conception of their sanitation systems; questioning the technique in its interaction with the city, especially before what happened in the main European cities, marked by an unprecedented industrial movement and an unusual population growth that showed serious deficiencies in the habitat and sanitation conditions of the working masses, emerging deadly epidemics and the social pressure of sanitation as a solution. Keywords: City and Project; Interaction between City and Sanitation; History of Sanitation; History of Buenos Aires. En este artículo abordaré los primeros proyectos de saneamiento europeos, identificando continuidades y rupturas que sentaron las bases del urbanismo y la conformación del sistema de saneamiento de Buenos Aires. Los proyectos fundacionales de saneamiento en Buenos Aires (1871-1923) tomaron como reflejo las crisis sanitarias y soluciones técnicas desplegadas en las grandes capitales europeas; estrategia observada por políticos y tomadores de decisión como componente esencial del movimiento modernizador de la ciudad. De este modo indagaré sobre analogías y relaciones entre Londres, Paris, Barcelona y Buenos Aires en la concepción de sus sistemas de saneamiento; interpelando la técnica en su interacción con la ciudad, especialmente ante lo ocurrido en las principales ciudades europeas, signadas por un movimiento industrial sin precedentes y un crecimiento poblacional inusitado que evidenció serias falencias en las condiciones de hábitat y salubridad de la masa obrera, emergiendo mortales epidemias y la presión social del saneamiento como solución. Palabras clave: Ciudad y Proyecto; Interacción saneamiento y ciudad; Historia del saneamiento; Historia de Buenos Aires.

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Звіти організацій з теми "Historia = History"

Xifra i Triadú, Jordi. Historia de las Relaciones Públicas/Public Relations’ History. Revista Internacional de Relaciones Públicas, December 2015. http://dx.doi.org/10.5783/rirp-10-2015-01-01-04.

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Ferrari, Maria Aparecida. Historia y trayectoria de las Relaciones Públicas en Brasil - History of Public Relations in Brazil. Revista Internacional de Relaciones Públicas, May 2011. http://dx.doi.org/10.5783/rirp-1-2011-02-29-68.

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Palacios Chavarro, Janneth Arley. Historia y avances en la investigación en comunicación organizacional / History and advances in communication organizational research. Revista Internacional de Relaciones Públicas, December 2015. http://dx.doi.org/10.5783/rirp-10-2015-03-25-46.

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Morrison, Dawn, and Adam Smith. Fort Huachuca history of development : existing reports and contexts. Engineer Research and Development Center (U.S.), January 2021. http://dx.doi.org/10.21079/11681/39479.

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The Fort Huachuca Environmental and Natural Resources Division (ENRD) tasked ERDC-CERL to compile a history of the development of Fort Huachuca for use in evaluating existing facilities and how they fit within the larger, overarching history of the fort. Fort Huachuca desires a comprehensive history of the fort for use in better understanding how its various facilities integrate into the overall history and development of the fort and its existing National Historic Landmark (NHL) and proposed existing evaluated, eligible, and listed National Register of Historic Places (NRHP) properties and districts. This comprehensive history will help ENRD in making determinations on how to address future National Register of Historic Places (NRHP) nominations and/or recommendations for adding new historic districts or expanding the existing historic district. ERDC-CERL compiled content from 18 existing historic contexts, building inventory and cultural re-sources reports, NRHP nomination and registration forms, and Historic American Buildings Survey (HABS) forms previously completed for the ENRD, and used these resources to compile the current history.

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Enscore, Susan, Dawn Morrison, Adam Smith, and Sunny Adams. Fort Huachuca ranges : a history and analysis. Engineer Research and Development Center (U.S.), December 2021. http://dx.doi.org/10.21079/11681/42720.

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Fort Huachuca Environmental and Natural Resources Division (ENRD) sent funds to ERDC-CERL to develop a historic context that assists Fort Huachuca personnel in identifying the likely history and provenance of numerous historic range features located across Fort Huachuca's training lands. The historic context will be used by cultural resources personnel to evaluate and manage the resources appropriately. Various historic training range features (e.g., structures, fragments, and items left over from previous activities) are located across the ranges of Fort Huachuca, representing its long and storied history. To help identify and catalog these features, ERDC-CERL conducted a field survey of the training ranges in 2016 in or-der to photograph the historic range features. Forty-one historic range features were identified. Researchers conducted archival research, literature reviews, and image analysis of historic and current maps and photographs to identify the 41 historic range features and place them within a chronological context of Fort Huachuca's training ranges. The report concludes with guidance on how to identify and associate sites and features within the overall historic training range chronology and evaluate them appropriately for significance and National Register of Historic Places (NRHP) eligibility.

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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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Washington, Julius C. Historic Preservation, History, and the African American: A Discussion and Framework for Change. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada252306.

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Calomiris, Charles, and Christopher Hanes. Historical Macroeconomics and American Macroeconomic History. Cambridge, MA: National Bureau of Economic Research, November 1994. http://dx.doi.org/10.3386/w4935.

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Lowe, Hilary. ?To Keep a Birthplace?: An Administrative History of John Fitzgerald Kennedy National Historic Site. National Park Service, 2023. http://dx.doi.org/10.36967/2302805.

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The National Park Service (NPS) opened the John Fitzgerald Kennedy National Historic Site (JOFI), in Brookline, Massachusetts in 1969 to commemorate the life of the 35th president, John F. Kennedy, at the home where he was born in 1917. The site was a gift from Rose Kennedy, and the Kennedy family, to the nation. It joined the Park Service initially as part of a unit managed by the Boston Service Group, a regional administrative unit that managed many parks and units that were in development and several small sites. The Administrative History traces the history of the establishment and management of John Fitzgerald Kennedy National Historic Site from efforts to commemorate the house during his presidency through the beginning of the 21st century.

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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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