Educating the Faithful: Religion, Schooling, and Society in Nineteenth-Century France, Sarah Curtis
Автор: M. Gomersall Название: Working-Class Girls in Nineteenth-Century England ISBN: 0333622006 ISBN-13(EAN): 9780333622001 Издательство: Springer Рейтинг: Цена: 16464.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Based on local research, this work examines 19th-century education, family life and employment of working-class girls and women. It also draws on evidence from social, labour and women`s history in an analysis of the purpose and practices of girls` education, both public and private.
Автор: M. Gomersall Название: Working-Class Girls in Nineteenth-Century England ISBN: 0333622014 ISBN-13(EAN): 9780333622018 Издательство: Springer Рейтинг: Цена: 6951.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Based on local research, this work examines 19th-century education, family life and employment of working-class girls and women. It also draws on evidence from social, labour and women`s history in an analysis of the purpose and practices of girls` education, both public and private.
This book on higher education institutional history is unlike any other. It is not a history of a particular school or a group of schools of the same type; instead it describes the emergence of a varied collection of higher education institutions in the same area in a specific time frame. The setting is New York’s Capital District, the cities of Albany, Troy, and Schenectady, primarily during the period from 1790 to the 1850s.
Albany was settled by the Dutch in the early 1600s, and Troy and Schenectady were its frontier outposts later in that century. All three flourished because wealth from river-based trade supported new enterprises and attracted new settlers. By 1810, Albany was one of the nation’s largest cities, and like prosperous cities anywhere, needed knowledgeable leaders and places to educate their children. Consequently, Union College was founded in Schenectady in 1795 and Albany’s Academy and Female Academy in 1813 and 1814. Emma Willard’s Female Seminary relocated to Troy in 1821, and nearby Rensselaer Polytechnic Institute opened in 1824.
Growing communities also need higher quality professional services. The Capital District’s response here was Albany’s Medical College which opened in 1839, its Law School in 1851, and in 1844, the State Normal School to provide teachers for newly established common schools.
This book tells the story of these schools, why they were founded, who made it happen, how they compared to similar institutions elsewhere, and their influence beyond the Capital District.
This book on higher education institutional history is unlike any other. It is not a history of a particular school or a group of schools of the same type; instead it describes the emergence of a varied collection of higher education institutions in the same area in a specific time frame. The setting is New York’s Capital District, the cities of Albany, Troy, and Schenectady, primarily during the period from 1790 to the 1850s.
Albany was settled by the Dutch in the early 1600s, and Troy and Schenectady were its frontier outposts later in that century. All three flourished because wealth from river-based trade supported new enterprises and attracted new settlers. By 1810, Albany was one of the nation’s largest cities, and like prosperous cities anywhere, needed knowledgeable leaders and places to educate their children. Consequently, Union College was founded in Schenectady in 1795 and Albany’s Academy and Female Academy in 1813 and 1814. Emma Willard’s Female Seminary relocated to Troy in 1821, and nearby Rensselaer Polytechnic Institute opened in 1824.
Growing communities also need higher quality professional services. The Capital District’s response here was Albany’s Medical College which opened in 1839, its Law School in 1851, and in 1844, the State Normal School to provide teachers for newly established common schools.
This book tells the story of these schools, why they were founded, who made it happen, how they compared to similar institutions elsewhere, and their influence beyond the Capital District.
Автор: Johannes Westberg; Lukas Boser; Ingrid Br?hwiler Название: School Acts and the Rise of Mass Schooling ISBN: 3030135691 ISBN-13(EAN): 9783030135690 Издательство: Springer Рейтинг: Цена: 9756.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education. Guided by a strong interest in social, cultural, and economic history, the case studies featured in the book rethink the actual value, the impact, and the ostensible purpose of school acts. The thirteen national case studies focus on the manner in which school acts were embedded in their particular historical contexts, offering a comprehensive and multidisciplinary overview of school acts and the role they played in the rise of mass schooling. Drawing together research from countries across the West, the editors and contributors analyse why these acts were passed, as well as their content and impact. This seminal collection will appeal to students and scholars of school acts and the history of mass schooling.
Chapter 9 of this book is available open access under a CC BY 4.0 license at link.springer.com
Описание: This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education.
Автор: Crone, Rosalind (Senior Lecturer in History, Senior Lecturer in History, The Open University) Название: Illiterate Inmates ISBN: 0198833830 ISBN-13(EAN): 9780198833833 Издательство: Oxford Academ Рейтинг: Цена: 16103.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Illiterate Inmates tells the story of the emergence, at the turn of the nineteenth century, of a powerful idea - the provision of education in prisons for those accused and convicted of crime - and its execution over the century that followed, drawing on evidence from both local and convict prisons.
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors illuminate contours of the Framework for Educating African Immigrant Youth which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating pasts, presence, and futures of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African, and by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education, and after-school initiatives.
Book Features:
A focus on honoring and affirming the range of youth and community's diverse, embodied, social-civic literacies and lived experiences as part of their educational journey, reframing harmful narratives of immigrant youth, families, and Africa.
Chapter authors that include Black African scholars, early-career, and senior scholars from a range of institutions, including in the United States and Canada.
Chapters that draw on and extend a range of theoretical lenses grounded in African epistemologies and ontologies, as well as postcolonial and/or decolonizing approaches, culturally relevant and sustaining frameworks, language and literacy as a social practice, transnationalism, theater as social action, transformative and asset-based processes and practices, migration, and emotional capital, and more.
A cross-disciplinary approach that addresses the scope and heterogeneity of African immigrant youth racialized as Black and their schooling, education, and civic engagement experiences. Implications are considered for teachers, teacher educators, and community educators.
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors illuminate contours of the Framework for Educating African Immigrant Youth which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating pasts, presence, and futures of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African, and by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education, and after-school initiatives.
Book Features:
A focus on honoring and affirming the range of youth and community's diverse, embodied, social-civic literacies and lived experiences as part of their educational journey, reframing harmful narratives of immigrant youth, families, and Africa.
Chapter authors that include Black African scholars, early-career, and senior scholars from a range of institutions, including in the United States and Canada.
Chapters that draw on and extend a range of theoretical lenses grounded in African epistemologies and ontologies, as well as postcolonial and/or decolonizing approaches, culturally relevant and sustaining frameworks, language and literacy as a social practice, transnationalism, theater as social action, transformative and asset-based processes and practices, migration, and emotional capital, and more.
A cross-disciplinary approach that addresses the scope and heterogeneity of African immigrant youth racialized as Black and their schooling, education, and civic engagement experiences. Implications are considered for teachers, teacher educators, and community educators.
Автор: Pilbeam Pamela M Название: Saint-Simonians in Nineteenth-Century France ISBN: 0230574734 ISBN-13(EAN): 9780230574731 Издательство: Springer Рейтинг: Цена: 10976.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Saint-Simonians were a group of young engineers and doctors who proposed original solutions to the social and banking crises of the early nineteenth century. Through an examination of the lives, ideals and activities of these men and women, the book analyses the influence of the Saint-Simonians on nineteenth-century French society.
Описание: An Introduction Third Edition 2015. This book describes the principles of the blast furnace process and especially the control of the process. As a starting point, the blast furnace is seen as a simple iron ore smelter, while gradually the physical, chemical and metallurgical background of the blast furnace process is clarified. The book focuses on the control of the blast furnace process with respect to thermal control, gas flow control and casthouse operation. In this book, all essential process details are described and a special focus is on optimization of coal injection. The optimization of the blast furnace process is not only
Описание: James Donovan takes a comprehensive approach to the history of the jury in modern France by investigating the legal, political, sociocultural, and intellectual aspects of jury trial from the Revolution through the twentieth century. He demonstrates that these juries, through their decisions, helped shape reform of the nation's criminal justice system.From their introduction in 1791 as an expression of the sovereignty of the people through the early 1900s, argues Donovan, juries often acted against the wishes of the political and judicial authorities, despite repeated governmental attempts to manipulate their composition. High acquittal rates for both political and nonpolitical crimes were in part due to juror resistance to the harsh and rigid punishments imposed by the Napoleonic Penal Code, Donovan explains. In response, legislators gradually enacted laws to lower penalties for certain crimes and to give jurors legal means to offer nuanced verdicts and to ameliorate punishments. Faced with persistently high acquittal rates, however, governments eventually took powers away from juries by withdrawing many cases from their purview and ultimately destroying the panels' independence in 1941.
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