147 research outputs found
How has the art education that I have received impacted on my practice as an art maker?
No full textThis thesis is a written account of my analysis of the art education that I received during my undergraduate Interdisciplinary Art and Design BA(hon)s degree and University Campus Barnsley. The investigation and written thesis were undertaken as part of a Practice led research degree at Huddersfield University. The aim of the research was twofold. First to develop an understanding of the History of Art Education in the area of South Yorkshire and secondly to return to analyse the art work I made as part of my undergraduate degree. This study then became the focus of the series of practical Paintings and drawings which were the main focal point of the Master degree.
The thesis is an account of my analysis of how my art practice developed in response to the practical type of education that I received. It identifies specific art makers and art movements that have had a direct impact on how my painting process matured and changed. The thesis goes on to identify the specific genre of literature that influenced my practical development and the use of metaphor in paintings and drawings . It then goes on to give a written account of the specific examples of visual metaphors in my practical Masters work and analyses their origins, continued development and what they represent.
The issue of class and social equality is identified and the metaphor clearly dissected and explained. The thesis then outlines the development of the class metaphor into an education metaphor which represents my belief that a university education can aid the act of social mobility. This theory is justified by my experience of having returned to full time higher education as a working class mature woman and having achieved a level of social mobility which was aided by my gaining a first class BA(hon)s degree which enabled me to apply for and complete a Masters Degree
Listening to the voices of pupils: an alternative route to a balanced curriculum for junior middle schools in China
No full textThe development and understanding of curriculum are much influenced by learners’ cognitive and intellectual development. Since breadth, balance, relevance and differentiation are the four main factors to consider in the process of planning, implementing and assessing curriculum, this essay aims to provide the educators with a critical overview of the curriculum for junior middle schools in China with a focus on the issue of balance. In so doing, the author emphasizes with the support of a range of literature in the UK context the importance of voices of pupils (Garner & Sandow, 1995, Shevlin & Rose, 2003) in their intellectual development and academic attainment in regards of curriculum (Byers and Rose 2004, Darling, 1994, Sebba et al 1995). Meanwhile, the author listens to the perspectives of pupils with special educational needs as consumers on the current curriculum in their schools which show a strong desire for a balanced curriculum (Farrell, 1997; Rayner, 1998; McLaughlin & Tilstone, 2000). The author tends to argue by analyzing the sample curricular in two key junior middle schools of two cities in a province in China that there still exists a lack of balance in the curriculum in terms of the time allocation for the core and peripheral subjects and the balance within individual subjects in teaching and learning. The author thus suggests the decision makers of the curriculum and those who are involved in the implementing of the curriculum listen and respond to the voices as an alternative route to identify the causes for the failure of meeting the expectations of the curriculum by those pupils with special needs and develop a much appropriate balance in curriculum for them
Militants contre la guerre 1914-1918: formation et action du Comité pour la reprise des relations internationales
No full textInternational audienceL'ouvrage se concentre essentiellement sur le pacifisme et les opposants à l'Union sacrée au sein du mouvement ouvrier, donc sur le Comité pour la reprise des relations internationales (CRRI), principale organisation pacifiste en France pendant la guerre de 14-18. Le CRRI regroupa de 1915 à 1919 les militants internationalistes - qu'ils soient syndicalistes, libertaires ou socialistes - dans l'action contre la guerre de 1914-1918, sur l'orientation définie par les conférences internationales de Zimmerwald et de Kienthal (1915-1916). Parmi ces militants "zimmerwaldiens" figurent entre autres Pierre Monatte, Louise Saumoneau, Alfred Rosmer, Alphonse Merrheim, Fernand Loriot, Hélène Brion, Albert Bourderon, Raymond Péricat, Marie Guillot, Emile Hubert, Charles Benoît, Stéphanie Bouvard, Marcel Hasfeld, Jules Lepetit, Lucie Colliard, Charles Rappoport, etc
Gaya Hidup Konsumtif Kaum Bourgeois Pada Abad ke-19 Dalam Novel La Curee Karya Emile Zola.
No full textConsumptive lifestyle causes hedonic attitude. Individuals who
embrace this lifestyle emphasize worldly pleasures and happiness. The
lifestyle can plunge people into immoral and contrary to the existing
norms. Prestige, social status, and the desire to be recognized in the
association are some of the driving element of consumer behavior. La
curée that is used as the material object of this research is an excellent
medium for understanding how the consumerism lifestyle of the french
bourgeois in the 19th century. They consume the expensive and luxury
goods as a form of self-esteem and the reflexion of their social status.
They spend a lot of money to buy something that is not their basic
needs, while a lot of people out there live under the poverty line,
especially the workers.
Emile Zola as the author of this novel is a writer who is critical of
the social life in that century. This research will explain the critics of
Zola which concerne the consumerism lifestyle of the bourgeois in the
19th century. The theory used in this analysis is the theory of
Consumer Culture Theory by Mike Featherstone . This research used
the descriptive analysis method
The indirect approach
Get PDFAid and conditionalities are the"carrots and sticks"of the conventional, direct approach to fostering economic development. The economic theory of agency is the most sophisticated treatment of the direct carrots-and-sticks approach to influencing human behavior. Considering the outcomes of the conventional approach, it might be worthwhile to explore alternative indirect approaches that focus on enabling clients to act more autonomously, rather than try for fuller control of clients'actions (or"agents"behaviors) with improved carrots and sticks. Are there inherent limitations in the direct approach that will not be addressed with better crafted"agency contracts"or closer monitoring of the agents? The author traces the intellectual history of indirect approaches from Socrates to modern thinkers, such as Wittgenstein, Gandhi, and McGregor. One theme of his survey is that constructivist and active-learning pedagogies constitute an indirect approach in which the teacher does not directly transmit knowledge to the learner, through training, and instruction. These pedagogies - translated into social and economic development as learning writ large - from the basis for an alternative indirect approach to fostering development. Actions have motives, just as beliefs have grounds, concludes the author. In the wide spectrum of human endeavor, there is only a fairly small"bandwidth"in which motives can be supplied by the carrots, and sticks of the direct approach (including agency theory, and market-driven activities as special cases of the direct approach to affecting behavior). Outside that spectrum, trying to use direct methods in a controlling manner, contradicts the motives for actions (and the grounds for beliefs) - like trying to"buy love."For higher activities, motives must come from within. Helpers can at best use an indirect approach to bring doers to the threshold; the doers have to do the rest, which makes the results their own.Public Health Promotion,Teaching and Learning,Curriculum&Instruction,Health Monitoring&Evaluation,Educational Sciences,Educational Sciences,Teaching and Learning,Health Monitoring&Evaluation,General Technology,Curriculum&Instruction
Searching For a Home - Hauzenberger, Edward and Frieda Family
Get PDFNotes - Freda Wood provides a brief history of her family, the Hauzenberqers, who immigrated to Alberta from Switzerland in 1912. Her father, Edward Hauzenberqer was born in Switzerland on April 22, 1883. Her mother, Frieda, was born on June 19, 1885, also in Switzerland. They were married in January of 1912 and immigrated to Canada the same year. They lived in Battle River County, St. Paul, Exshaw, and Calgary, before Edward, Freda (daughter) and family moved up to Athabasca. Freda married Emile Gosselin in 1933 and had two children. The family moved up to Athabasca, where Freda would teach at the South Athabasca School in 1945. Emile passed away that year, and Freda remarried Bill Wood the next year. Bill and Freda had three children together. Freda taught for 35 years in the Athabasca area. Freda's mother, Frieda passed away in 1960. After that, Edward discovered there were still homesteads available north of Athabasca. He purchased a piece of land for himself and moved a caboose up there to live in. While living out there Edward had many adventures with bears, deer and Athabasca nature. When living on the land got to be too much, he moved in with Bill and Freda. He died at the age of ninety-three (6 pages
Challenging Male Hegemony: A Case History of Women's Experiences in British and US Higher Education, 1970-2002
No full textThis thesis is located within the discipline of history, and centres around the
experiences of women in US and British universities. Higher education in both the US and
the UK, as throughout the world, has historically been male-led and male-controlled. This
male hegemony of higher education continues to the present, as evidenced by the low
percentage of women in the upper echelons of academia (for example, professors).
Women in the US and the UK have been challenging this male hegemony since their
admittance to higher education institutions in the nineteenth century. They faced fierce
opposition in their efforts to open higher education to women. This opposition was later
echoed in the resistance to twentieth-century feminists' efforts to found women's studies
programmes.
The male hegemony of higher education is evident in the case histories of the
experiences of women at Appalachian State University (ASU) and the University of
Gloucestershire (UG) in the latter part of the twentieth century. ASU and UG, although
located in different countries, have similarities which make a comparison interesting. The
male hegemony of the institutions, and women's challenges to it, is especially illustrated
when analysing three areas: residence hall life (living), staff issues (working), and the
women's studies programmes (teaching and learning).
Women students at both institutions experienced, and successfully challenged,
strict residence rules through the 1960s. National influences, such as the change in the age
of majority, and pressure from the students themselves brought a loosening of these rules
in the 1970s and 1980s. The conservative nature of the institutions also influenced the
experience of women academic staff. Institutional management was not proactive
regarding women's issues, and there is strong evidence of a `glass ceiling' at both
institutions. The male hegemony of the institutions was also illustrated in the struggle to
found and maintain women's studies programmes
The Councils of the Archipelagos in the basic law of French Polynesia - M Vernaudon C Territoire de law Polynesie Francaise - decision of the Administrative Tribunal of Papeete of 10 May 1994
Get PDFThis article is a case note of the judgment of the Administrative Tribunal of Papeete of 18 May 1994, which concerned the illegality of the tariffs applicable to sea transport services. Mr Emile Vernaudon challenged the legality of a government decision which should have been taken after consultation with the councils of the archipelagoes. The author discusses two potential contentious points: a failure to legislate, and a failure to consult. 
Fonds Georges Clemenceau. Georges Clemenceau. Correspondance. Correspondance avec divers. Clemenceau. Lettres reçues (Guilbert-Poincaré)
No full textContient : Guilbert, Yvette ; Guillot, Adolphe ; Guillot de Saix, Léon ; Guy-Peron ; Haig, Douglas ; Havet, Louis ; Hervieu, Paul ; Holleaux, Maurice ; Homolle, Théophile ; Huszar, Emeric de ; Huguenet, Félix ; Ivoi, Paul d' ; Jaclard, Charles ; Jacquet, Léon ; Jaeger, Jules-Albert ; Jaurès, Jean ; Jeanniot, Georges ; Joly, M ; Jonnart, Charles ; Klotz, Lucien ; Kühn, P. ouvrier ; Labori, Marguerite ; Lacaze, Lucien ; Lafferre, Louis ; Lagrange agriculteur ; Lajarrige, Louis ; Lamaud, Louis ; La Panouse, Louis de ; Larat, Jules ; Lattre de Tassigny, Jean de ; Lavedan, Henri ; Lavisse, Ernest ; Lavroff, Pierre ; Léandre, Charles ; Legouvé, Ernest ; Legros, Général ; Lemaître, Jules ; Leoncavallo, Ruggero ; Le Pic ; Leroy-Beaulieu, Paul ; Lerroux (républicain) ; Lirmin-Lipman, Albert ; Lisbonne, Eugène ; Liebknecht, Wilhelm ; Lloyd George, David ; Loghiades, Emmanuel ; Loucheur, Louis ; Loyson, Paul-Hyacinthe ; Luçon, Louis ; Luzzatti, Luigi ; Lycée Henri IV (lettre collective des élèves de philosophie) ; Lycée Louis-le-Grand (lettre collective des élèves de philosophie) ; Mallarmé, Stéphane ; Malleterre, Gabriel ; Malvy, Louis-Jean ; Manet, Edouard ; Mangin, Charles ; Mansart, Léon ; Manson, Ch. du Petit Eleveur ; Marcère, Emile de ; Margueritte, Victor ; Maspero, Gaston ; Mauclair, Camille ; Mazière, Pierre ; Méline, Jules ; Ménard-Dorian, Louis ; Mendès, Mme B ; Mendès, Catulle ; Menz, Edna ; Meunier, Constantin ; Meunier, Paul ; Michel, Louise ; Milcendeau, Charles ; Mille, Pierre ; Millerand, Alexandre ; Millevoye, Lucien ; Mimi Pinson ; Mirbeau, Octave ; Moreno, Marguerite ; Morley, John ; Mounet-Sully ; Municipalité de Paris ; Müntz, Eugène ; Niox, Gustave ; Noailles, Anna de ; Painlevé, Paul ; Peigné, Paul général ; Pelletan, Camille ; Péricard, Jacques ; Pétain, Philippe ; Philippesco, Grégoire ; Pissarro, Camille ; Poincaré, RaymondNumérisation effectuée à partir d'un document original.Document numérisé accessible uniquement dans les salles de recherche de la Bibliothèque nationale de France
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