143 research outputs found
Technical education and the London county council 1918-1939. A study in course innovation and development
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Our thesis is concerned with the process of course innovation and Development in technical education within the area of the London County Council During the period 1918-39. Although essential, an historical study, the Thesis is intended to be of value in a consideration of future development in Technical education, and in particular in the study of the relationship between Curriculum management and manpower planning. The first part of our thesis describes the institutional structure of the principal sectors of technical education in London and outlines the Type of courses that were available and their general progress during the Interwar years. The second part of our thesis seeks to analyse the background to course innovation and to assess why certain courses were successful and why others were comparative failures. Since the topic is potentially so vast, our thesis has been limited to an identification of major factors, rather than a detailed consideration of each one. Our analysis shows the process of course innovation and development in technical education to have been a highly complex interaction of forces in which the other aspects of the educational structure, including administrative as well as teach1ng institutions, played a vital role. Emphasis has been given to the influence of senior administrative officers within the local I education authority framework. Special mention has been made of the work of the Board of Education and of the limitations of the Board in tailing to establish definite guidelines for course development in technical education. Important factors outside the educational structure have also been considered, including the attitudes of parents and business management to formal technical training
Armor in mountain warfare: a research report.
No full textThis is a report of committee investigation of the use of armor in mountainous warfare in World War II. It considers the employment of armored units of all sizes from section to division. It was the purpose of this report to collect for ready reference all available material describing combat experience in mountain operations
What does the ‘Fourth Wave’ mean for teaching feminism in 21st century social work?
Get PDFThere is no straightforward definition of feminism today. In spite of this, scholars and researchers who describe themselves as ‘feminist’ continue to produce work that both interrogates the specific and general conditions of women’s lives and explores the more ubiquitous construct of ‘gender’, and in social work, feminist understandings remain central to practice, theory and research. This may, in large part, be reflective of the continuing over-representation of women as providers and users of social work services. It may also echo social work’s broader emancipatory, ‘social justice’ aspirations. Whichever is the case, we are currently witnessing a resurgence of interest in feminism across the world, with a claim that we are experiencing a ‘fourth wave’ in the global North that has its birthplace primarily on the Internet (Baumgardner, 2011; Leupold, 2010; Solomon, 2009). Given that this is so, this paper asks: what (if any) is the impact or possible influence of fourth wave feminism on teaching social work today
The development of the British army during the wars with France, 1793-1815
Get PDFThe British Army that fought the engagement at Waterloo in 1815, was outwardly little changed from that which was engaged in the initial campaigns of the Wars, twenty-two years previously. Line upon line of red-coated, musket-armed infantry, manoeuvred as chess pieces across open fields, deciding the issue by volley and bayonet, having spent a hungry night exposed to rain and cold. The cavalry were still beautifully and often impractically clad, and were always seeking the decisive charge, on their unfed and often sickly mounts. The Army's commander still viewed his troops as 'the scum of the earth', who were rarely paid, and predominantly enlisted for life. It would therefore appear that little had altered from 1793 to 1815, and that this will be a study of continuity rather than change. However, this thesis will show that despite outward appearances, the Army that took the field at Waterloo was intrinsically different from the one that entered the conflict in 1793, being modernised in line with other institutions of state, and other European armies. This thesis is first and foremost intended to be a contribution to the history of the British Army from the outbreak of war with Revolutionary France in 1793, to the reduction of the forces after the battle of Waterloo in 1815. It proceeds from an assumption that the understanding of not only that history, but the history of the developing British state, will be significantly advanced through a study of the operation of, and the changes which took place within, the Army during the Wars with France
The development of social legislation for blind or deaf persons in England 1834-1939
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.As indicated by the title the purpose of the thesis is to trace the development of social legislation for blind or deaf persons in England between 1834 and 1939. No attempt is made to deal with assistance whether from statutory or voluntary sources for war blinded or deafened persons. In the first chapter a survey is made of the position of the blind or deaf under the Poor Law Amendment Act of 1834 and succeeding Poor Law legislation up to 1919. Chapter two deals with the enquiry into the condition of the blind carried out in 1874-75 by the Charity Organisation Society and the much more comprehensive survey of the state of the blind or deaf made between 1884 and 1888 by the Royal Commission on the Blind, Deaf and Dumb which reported in 1889. The latter enquiry resulted in the passing of the Education (Blind and Deaf Children) Act of 1893 and also provided the essential data on which state action for the two disabilities could be based. The third chapter gives an account of the campaign to secure legislation for the blind which culminated in the Blind Persons Act of 1920. How the Blind Persons Act was implemented at the local level and the effect on blind welfare of the work of the Advisory Committee on the Welfare of the Blind and the passing of the Local Government Act of 1929, is the concern of chapter four.
Chapter five describes the events leading up to the enactment of legislation relating to the issue of free dog licences in respect of guide dogs for the blind, concessionary postal rates, reduced fees in respect of wireless receiving licences, and the Blind Voters Act of 1933.
In Chapter six the story of the campaign for legislation for the blind is continued up to the passing of the Blind Persons Act of 1938. The penultimate chapter relates the attempts made to secure legislation provision for the deaf in the form of a Deaf Persons Act broadly similar in scope to the Acts on behalf of the blind. The thesis concludes with a consideration of certain conclusions drawn from the subject matter presented in the preceding chapters
Big Data, Big Libraries, Big Problems?: the 2014 LibTech Anti-talk?
Get PDFThe desire to create automatons is a familiar theme in human history, and during the age of the Enlightenment mechanical automatons became not only an “emblem of the cosmos”, but a symbol of man’s confidence that he would unlock nature’s greatest mysteries and fully harness her power. And yet only a century later, automatons had begun to represent human repression and servitude, a theme later picked up by writers of science fiction. Man’s confidence undeterred, the endgame of the modern scientific and technological mindset, or MSTM, seems to be increasingly coming into view with the rise of “information technology” in general and “Big data” in particular. Along with those who wield them, these can be seen as functioning together as a “mechanical muse” of sorts – surprisingly alluring – and, like a physical automaton can serve as a symbol – a microcosm – of what the MSTM sees (at the very least in practice) as the cosmic machine, our “final frontier”. And yet, individuals who unreflectively participate in these things – giving themselves over to them and seeking the powers afforded by the technology apart from technology’s rightful purposes – in fact yield to the same pragmatism and reductionism those wielding them are captive to. Thus, they ultimately nullify themselves philosophically, politically, and economically – their value increasingly being only the data concerning their persons, and its perceived usefulness. Likewise libraries, the time-honored place of, and symbol for, the intellectual flowering of the individual, will, insofar as they spurn the classical liberal arts (with the idea that things are intrinsically good, and in the case of humans, special as well) in favor of the alluring embrace of MSTM-driven “information technology” and Big data - unwittingly contribute to their irrelevance and demise as they find themselves increasingly less needed, valued, wanted. Likewise for the liberal arts as a whole, and in fact history itself, if the acid of a “science” untethered from what is, in fact, good (intrinsically), continues to gain strengt
Enacting Reasoning-and-Proving in Secondary Mathematics Classrooms through Tasks
Get PDFProof is the mathematical way of convincing oneself and others of the truth of a claim for all cases in the domain under consideration. As such, reasoning-and-proving is a crucial, formative practice for all students in kindergarten through twelfth grade, which is reflected in the Common Core State Standards in Mathematics. However, students and teachers exhibit many difficulties employing, writing, and understanding reasoning-and-proving. In particular, teachers are challenged by their knowledge base, insufficient resources, and unsupportive pedagogy.
The Cases of Reasoning and Proving (CORP) materials were designed to offer teachers opportunities to engage in reasoning-and-proving tasks, discuss samples of authentic practice, examine research-based frameworks, and develop criteria for evaluating reasoning-and-proving products based on the core elements of proof. A six-week graduate level course was taught with the CORP materials with the goal of developing teachers’ understanding of what constitutes reasoning-and-proving, how secondary students benefit from reasoning-and-proving, and how they can support the development of students’ capacities to reason-and-prove. Research was conducted on four participants of the course during either their first or second year of teaching. The purpose of the research was to study the extent to which the participants selected, implemented, and evaluated students’ work on reasoning-and-proving tasks. The participants’ abilities were examined through an analysis of answers to interview questions, tasks used in class, and samples of student work, and scoring criteria. The results suggest that: 1.) participants were able to overcome some of the limitations of their insufficient resource by modifying and creating some reasoning-and-proving exercises; 2.) participants were able to maintain the level of cognitive demand of proof tasks during implementation; and 3) participants included some if not all of the core elements of proof in their definition of proof and in their evaluation criteria for student products of reasoning-and-proving products
The 9th Armd Div in exploitation of Remagen Bridgehead. A research report prepared at The Armored School, Fort Knox, Kentucky, 1949-1950.
No full textThis report constitutes an examination of the employment of the 9th Armored Division from the breakout of the Remagen bridgehead to the completion of the encirclement of Leipzig. The period covered is 28 March 1945 to 18 April 1945. Events that occurred prior to the Remagen breakout or subsequent to the encirclement of Leipzig lie outside the purview of this report and will not be discussed.
TOC: Introduction; The Enemy; Logistics and Statistics; Expanding the Bridgehead; Reduction of Limburg; Warburg to Leipzig; In Retrospect; Appendices
Corporate environmental performance considerations within bank lending processes : the social construction of risk perception.
Get PDFSIGLEAvailable from British Library Document Supply Centre-DSC:DXN013001 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
- …
