scholarly journals Early Years: Family Background, Education, Giulio Romano

2019 ◽  
pp. 27-40
Author(s):  
Rachel Hammersley

After setting out the limited range of sources available that provide information on Harrington’s life, Chapter 1 explores his family connections and early years. Detail is provided on his immediate family background and the close interaction between him and his siblings as reflected in testamentary evidence. Attention is also paid to the origins of the relationship between the Harrington family and the Stuarts, especially Charles I’s sister Princess Elizabeth, later Queen of Bohemia. The chapter traces Harrington’s early life from his birth in Northamptonshire in 1611 through to the outbreak of the Civil War in 1642. It examines, in particular, his education at Trinity College Oxford and the Middle Temple, and his European tour.


2021 ◽  
Vol 12 ◽  
Author(s):  
Kira Konrad-Ristau ◽  
Lars Burghardt

This article focuses on the early years of children from immigrant families in Germany. Research has documented disparities in young children’s development correlating with their family background (e.g., immigrant or ethnic minority status), making clear the importance of early intervention. Institutional childcare—as an early intervention for children at risk—plays an important role in Germany, as 34.3% of children below the age of three and 93% of children above that age are in external childcare. This paper focuses on the extent to which children from families with a background of migration differ in their social development when considering their age of entry into early external childcare (and thus its duration). Data from the infant cohort study of the German National Educational Panel Study (NEPS, N = 1,846) is used to analyze the impact of early institutional childcare before the age of 3 years on children’s social competence at the age of 5 years, controlling for gender, siblings, temperament, home learning activities, and socioeconomic status. Results show the effects of duration of early external childcare on peer problems for children from families with a background of migration, in such a way that children who attend early external childcare for more than 1 year before the age of three show less problem behavior with peers than those who attend for less than a year. These findings have equity implications for children with a migration background living in Germany, especially as the proportion of these children is trending upwards.


Author(s):  
Gregor Gall

Examines Crow’s early years and family background to give insight into the formative process by which he became politicised and developed the strong and forceful personality he became known for and by which he pursued his political agenda. Thus, considers influence of his father and his politics as well as how Crow choose to take on board these influences in a certain way (by contrast with his brother). There were also significant turning points in Crow’s life that explain why he became the person he did. The most obvious one concerns his sense of being picked upon at work when he was just nineteen because this opened him up to a personal first experience of a workplace union from which he never looked back. The chapter details his lower level union involvement before becoming a player on the national scene of the RMT.


Author(s):  
Lillian Hoddeson ◽  
Peter Garrett

This chapter describes Ovshinsky’s Eastern European Jewish family background and his early years of growing up in Akron, Ohio. It explores his formative experiences of working-class culture and the influence of the social democratic values of the Workmen’s Circle. His father, Ben, whose radical political background made him the primary source of those values, also influenced Ovshinsky’s choice of vocation as a machinist and toolmaker by introducing him to the life of Akron’s machine shops and factories. The chapter recounts the beginnings of Ovshinsky’s self-education in his insatiable curiosity and his constant, omnivorous reading from an early age. This education, amplified by his heavy involvement in socialist politics, was far more important than his formal schooling, traced here through his early years in high school.


2005 ◽  
Vol 6 (3) ◽  
pp. 377-394 ◽  
Author(s):  
Arild Aakvik ◽  
Kjell Vaage ◽  
Kjell G. Salvanes

Abstract This paper analyses the effect of aspects of family background, such as family income and parental education, on the educational attainment of persons born from 1967 to 1972. Family income is measured at different periods of a child’s life to separate long-term versus short-term effects of family income on educational choices.We find that permanent income matters to a certain degree, and that family income when the child is 0-6 years old is an important explanatory variable for educational attainment later in a child’s life. We find that short-term credit constraints have only a small effect on educational attainment. Long-term factors, such as permanent family income and parental education, are much more important for educational attainment than are short-term credit constraints. Public interventions to alleviate the effects of family background should thus also be targeted at a child’s early years, the shaping period for the cognitive and non-cognitive skills important later in life.


1964 ◽  
Vol 10 ◽  
pp. 305-324

Edward Charles Titchmarsh was born on 1 June 1899, at Newbury; he was the son of Edward Harper and Caroline Titchmarsh, and he had an elder sister, and a younger sister and brother. His father was a Congregationalist minister and an M.A. of London University; his father’s people were tradesmen at Royston, never more than fairly prosperous, and on both sides of the family there was a strict religious tradition. Titchmarsh himself wrote an eminently readable account of his family background for his own family; it begins with the derivation of the name from the place Ticcea’s marsh and contains a record going back to the eighteenth and even seventeenth century, and ending with his own schooldays. It is written with the clarity which was characteristic of his mathematical work, and recounts his school days and the somewhat restricted background of his early years with a critical and often humorous detachment. I have used this and the notes which he made for the Royal Society in what follows, in addition to other material supplied by Mrs Titchmarsh and many mathematical friends, especially A. E. Ingham, J. L. B. Cooper and J. B. McLeod. His father was chosen later as minister of Nether Chapel in Sheffield (partly because he was a non-smoker as well as, of course, a teetotaler), and so Titchmarsh was educated at King Edward VII School, Sheffield, from 1908-1917. He wrote that they had far too much homework, and that in the upper part of the school he went on to the classical side, giving up science, and learned ‘enough Latin to pass Higher Certificate and enough Greek to fail.’ After that he specialized in mathematics, and did some physics, but experiments always baffled him and he maintained that he knew no chemistry.


2014 ◽  
Vol 38 (01) ◽  
pp. 102-129
Author(s):  
ALBERTO MARTÍN ÁLVAREZ ◽  
EUDALD CORTINA ORERO

AbstractUsing interviews with former militants and previously unpublished documents, this article traces the genesis and internal dynamics of the Ejército Revolucionario del Pueblo (People's Revolutionary Army, ERP) in El Salvador during the early years of its existence (1970–6). This period was marked by the inability of the ERP to maintain internal coherence or any consensus on revolutionary strategy, which led to a series of splits and internal fights over control of the organisation. The evidence marshalled in this case study sheds new light on the origins of the armed Salvadorean Left and thus contributes to a wider understanding of the processes of formation and internal dynamics of armed left-wing groups that emerged from the 1960s onwards in Latin America.


Sign in / Sign up

Export Citation Format

Share Document