2,972 research outputs found
Gen. Benjamin Harrison and Levi Morton presidential campaign poster
No full textGeneral Benjamin Harrison (1833-1901) and Levi Morton, the Republican candidates of 1888. After being born and educated in Ohio and becoming a successful soldier in the Civil War, Harrison was appointed to the Senate as a representative of Indiana. He went on to win the Republican nomination for the 1888 presidential election. Harrison defeated incumbent Grover Cleveland despite losing the popular vote. Harrison is best known for acquiring vast amounts of land and admitting 6 states to the Union while in office
Letter from Benjamin Hoppin to Alden Partridge, 2 July 1823
No full textBenjamin Hoppin of Providence, Rhode Island, introduces Saunders (Sanders?) P. Dorrance who is to enter Alden Partridge's academy in Norwich, Vermont; Hoppin's son, Levi Hoppin, also attends the academy.Transcription by Raymond Bouchard. Transcription may be subject to error
Handkerchief featuring Benjamin Harrison for President and Levi P. Morton for Vice President, 1888
No full textBenjamin Harrison, with his running mate Levi P. Morton, won the election to become the twenty-third US President in 1888. One of their campaign platforms was "Protect Home Industry."1 Handkerchief; Materials: cotton; Dimensions: 23 in.H x 22 in.
Letter from Benjamin Hoppin to Alden Partridge, 28 December 1822
No full textBenjamin Hoppin writes from Providence, Rhode Island, to Alden Partridge in Norwich, Vermont; introduces Henry Talbot, the son of his friend Ephraim Talbot; hopes that both Henry and his son, Levi Hoppin, will be a credit to Partridge's academy and the state of Rhode Island.Transcription by Raymond Bouchard. Transcriptions may be subject to error
De partibus irritabilibus humani corporis
No full textQvam ... Praeside D. Carolo Christiano Kravse ... Pro Gradv Doctoris Pridie Cal. Martii A.P.C.N. MDCCLXXVII H.L.Q.C. Ad Disceptandvm Proponit Ioannes Levi Benjamin Kergel Wallhavso-ThvringvsAutopsie nach Ex. der ULB DüsseldorfVorlageform der Veröffentlichungsangabe: Lipsiae Ex Officina LangenhemiaUniversität Leipzig, Dissertation, 177
Primo Levi: the educational resources of a polyhedric writing. Didactic proposals for primary schools
No full textreservedPrimo Levi è principalmente conosciuto per essere sopravvissuto ad Auschwitz e per aver scritto delle opere di testimonianza su questa terribile esperienza. In realtà, egli è un autore fortemente poliedrico, la cui produzione abbraccia ambiti, temi e generi molto diversi e non solo legati alla Shoah. Questa grande varietà costituisce una risorsa importante per gli insegnanti, in quanto all’interno dell’opera leviana è possibile individuare tanti testi potenzialmente utilizzabili con gli alunni, anche della scuola primaria. Sulla base di tale considerazione, è stata progettata e condotta la ricerca in questa sede riportata, avente lo scopo di trarre evidenze che potessero confermare o smentire l’ipotesi secondo cui Primo Levi può essere proposto, con i dovuti accorgimenti pedagogico-didattici, anche a bambini frequentanti la scuola primaria. Tale ricerca è stata articolata in due fasi principali. La prima si è basata sulla somministrazione di un questionario rivolto a persone attive in ambito educativo e/o letterario, volto a rilevare le loro opinioni rispetto alla domanda di ricerca: dalle risposte dei partecipanti è emerso che la maggioranza di essi conosceva Levi a un livello piuttosto superficiale e lo riteneva un autore adeguato ad alunni dalla scuola secondaria in poi. La seconda fase ha previsto invece una sperimentazione presso la scuola primaria “Manzoni” di Limena (PD), nella quale due testi scritti da Levi sono stati proposti agli alunni di una classe quarta: i dati raccolti attraverso conversazioni, osservazioni, questionari e analisi dei prodotti realizzati dai bambini hanno nel complesso confermato l’ipotesi di ricerca formulata.Primo Levi is primarily known for surviving Auschwitz and for writing testimonial works about this terrible experience. Actually, he is a highly versatile author, whose work encompasses various fields, themes, and genres not only related to the Shoah. This great variety is an important resource for teachers, as within Levi’s body of work, many texts can be found that are potentially suitable for students, even in primary school. Based on this consideration, the research presented here was designed and conducted with the aim of gathering evidence to confirm or refute the hypothesis that Primo Levi can be introduced, with appropriate pedagogical and didactic adjustments, to children attending primary school. This research was divided into two main phases. The first was based on a questionnaire administered to individuals active in the educational and/or literary fields, aimed at investigating their opinions on the research question: the participants’ responses showed that the majority had only a rather superficial knowledge of Levi and considered him suitable for students from secondary school onwards. The second phase involved an experiment conducted at the “Manzoni” primary school in Limena (PD), in which two texts written by Levi were presented to a fourth-grade class: the data collected through conversations, observations, questionnaires, and analysis of the children's works overall confirmed the research hypothesis
The concept of remembrance in Walter Benjamin
No full textThis thesis argues that the role played by the concept of remembrance (Eingedenken)
in Walter Benjamin's 'theory of the knowledge of history' and in his engagement with
Enlightenment universal history, is a crucial one. The implications of Benjamin's
contention that history's 'original vocation' is 'remembrance' have hitherto gone
largely unnoticed. The following thesis explores the meaning of the concept of
remembrance and assesses the significance of this proposed link between history and
memory, looking at both the mnemonic aspect of history and the historical facets of
memory. It argues that by mobilising the simultaneously destructive and constructive
capacities of remembrance, Benjamin sought to develop a critical historiography
which would enable a radical encounter with a previously suppressed past. In so doing
he takes up a stance (explicit and implicit) towards existing philosophical conceptions
of history, in particular the idea of universal history found in German Idealism.
Benjamin reveals an intention to retain the epistemological aspirations of universal
history whilst ridding that approach of its apologetic moment. He criticises existing
conceptions of history on the basis that each assumes homogeneous time to be the
framework in which historical events occur. Insight into the distinctive temporality of
remembrance proves to be the touchstone for this critique, and provides a paradigm
for a very different conception of time. The thesis goes on to determine what is valid
and what is problematic both in this concept of remembrance and in the theory of
historical knowledge which it informs, by subjecting both to the most cogent
criticisms which can be levelled at them. What emerges is not only the importance of
this concept for an understanding of Benjamin's philosophy but the pertinence of this
concept for any philosophical account of memory
Supplemental Material - Statutory Threshold Wording is Associated with Child Maltreatment Reporting
No full textSupplemental Material for Statutory Threshold Wording is Associated with Child Maltreatment Reporting by Hannah A. Piersiak, Benjamin H. Levi, Kathryn L. Humphreys in Child Maltreatment</p
Joseph Klatzmann, Benjamin Y. Ilan, Yair Levi et divers auteurs, The role of group action in the industrialization of rural areas
No full textTeyssier d'Orfeuil A. Joseph Klatzmann, Benjamin Y. Ilan, Yair Levi et divers auteurs, The role of group action in the industrialization of rural areas. In: Tiers-Monde, tome 14, n°54, 1973. Le développement rural. pp. 437-438
Supplemental_material-848845 - What We Can Learn From Failure: An EHR-Based Child Protection Alert System
No full textSupplemental_material-848845 for What We Can Learn From Failure: An EHR-Based Child Protection Alert System by Conrad Krawiec, Seth Gerard, Sarah Iriana, Rachel Berger and Benjamin Levi in Child Maltreatment</p
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