Against Gentility

2020 ◽  
pp. 45-58
Author(s):  
William Wootten
Keyword(s):  
Concentration Camps ◽  
British Society ◽  
Nuclear War ◽  
The 1950S ◽  
1960S And 1970S ◽  
Formed Part ◽  
The 1960S

This chapter considers works emerging from the poetic movement which formed part of a much larger picture of progression from small pockets of anti-gentility in British society and culture in the 1950s to the much more pervasive societal shift of the 1960s and 1970s. Gentility was not simply repression by politeness, it was connected to the repressions of the culture at large: the emotional and social repression of ‘libido’ or ‘evil’, ‘two world wars’, ‘concentration camps’, ‘genocide’, ‘the threat of nuclear war’. A poet needs to confront ‘the fears and desires he does not wish to face’ and gentility serves to hide from this.

Margaret A. Simons, Rebel at Heart

2021 ◽  
Vol 31 (2) ◽  
pp. 317-335
Author(s):  
Margaret A. Simons ◽  
Erika Ruonakoski
Keyword(s):  
Civil Rights ◽  
Political Activism ◽  
Simone De Beauvoir ◽  
Women’S Liberation ◽  
Male Dominated ◽  
Liberation Movements ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Radical Ideas

Abstract In this interview, Margaret A. Simons describes her path to philosophy and existentialism, her struggles in the male-dominated field in the 1960s and 1970s, and her political activism in the civil rights and women’s liberation movements. She also discusses her encounters with Simone de Beauvoir and Beauvoir’s refusal to own her philosophical originality, suggesting that Beauvoir may have adopted a more conventional narrative of a female intellectual to circumvent the public’s resistance to her radical ideas in the 1950s.

Core Principles of Educational Multimedia

2011 ◽  
pp. 130-136
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

scholarly journals Missionaries, the Monarchy, and the Emergence of Anglican Pluralism in the 1960s and 1970s

2018 ◽  
Vol 57 (3) ◽  
pp. 543-563 ◽  
Author(s):  
Daniel S. Loss
Keyword(s):  
Religious Communities ◽  
British Society ◽  
Religious Groups ◽  
Political Role ◽  
Late Twentieth ◽  
New Vision ◽  
1960S And 1970S ◽  
The 1960S ◽  
Late Twentieth Century ◽  
The Church

AbstractIn the late twentieth century, a new justification for the Church of England's establishment emerged: the church played an important social and political role in safeguarding the interests of other religious communities, including non-Christian ones. The development of this new vision of communal pluralism was shaped by two groups often seen as marginal in postwar British society: the royal family and missionaries. Elizabeth II and liberal evangelicals associated with the Church Missionary Society contributed to a new conception of religious pluralism centered on the integrity of the major world religions as responses to the divine. There were, therefore, impulses towards inclusion as well as exclusion in post-imperial British society. In its focus on religious communities, however, this communal pluralism risked overstating the homogeneity of religious groups and failing to protect individuals whose religious beliefs and practices differed from those of the mainstream of their religious communities.

Fonds of Agricultural Cooperatives in Međimurje and Koprivnička podravina after 1945

2019 ◽  
Vol 2 (2) ◽  
pp. 184-196
Author(s):  
Jasna Požgan ◽  
◽  
Ivana Posedi ◽  
Keyword(s):  
Agricultural Production ◽  
The State ◽  
Large Impact ◽  
Agricultural Cooperatives ◽  
Archival Collection ◽  
The 1950S ◽  
1960S And 1970S ◽  
State Archives ◽  
The 1960S

The article deals with issues of agricultural cooperatives in the regions of Međimurje and Koprivnička Podravina between 1945 and 1953, and their reorganisation. The reorganisation itself had a large impact on creation of the archival collection of the agricultural cooperatives. Agricultural cooperatives were established in 1945 and in the 1950s and were active through the 1960s when they were abolished. Their records were acquired by the State Archives in Varaždin during the 1960s and 1970s. While about 30 archival fonds of agricultural cooperatives are preserved in the State Archives for Međimurje, only a few are preserved in the State Archives in Varaždin, Collective Center Koprivnica. The importance of such fonds lies in the fact that records provide information about agricultural production in a certain territory and information about its management.

Colonizing islands

2020 ◽  
Vol 9 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Chris L. Smith
Keyword(s):  
Second World War ◽  
Concentration Camps ◽  
Departure Point ◽  
Concrete Form ◽  
Imaginative Geography ◽  
1960S And 1970S ◽  
The 1960S ◽  
Historical Moment ◽  
Second World

When Edward Said spoke of an ‘imaginative geography’, it was both to question the geographic positions adopted as part of colonial accounts and to posit the role of imagination itself in the construction of geographies. For Said, the ‘dramatic boundaries’ of imaginative geography are at once abstract and mobile, and yet might constitute ‘a form of radical realism’. The discourse is thus at once about perspective, position and the empirical (and imperial) imposition of that which is speculative, literary and fluid. But it is also about the unmediated engagements of radical realism and a form of geography we can only imagine. This article turns to the imaginative geography of islands and takes three islands as its departure point. The first is the island of Gilles Deleuze’s article ‘Desert islands’ (2004), an island ‘toward which one drifts’. The second is the island of absent subjectivity that is explored in Jean Baudrillard’s extended essay Why Hasn’t Everything Already Disappeared? (2009). The third island upon which this article fixates is perhaps more archipelago than island. It is the spomeniki that are dotted over the landscape of the former Yugoslavia. These monuments were largely commissioned by Josip Broz Tito and built across the 1960s and 1970s and into the early 1980s to mark the places where the battles of the National Liberation War (Second World War) had occurred and where concentration camps had once stood. These monuments sit as odd and haunting gestures. Many sculptors and architects were involved. Some spomeniki are anchored and sit heavy on the landscape, as one might expect of memorials, and others appear to launch themselves towards elsewhere. Some are small and unimposing, and others at a scale well beyond the human body. Some are well tended, and others have faded into oblivion. This article turns specifically to the spomenik at the Valley of Heroes, Tjentište, designed by the sculptor Miodrag Živović and completed in 1971. Like all the spomeniki, this monument has endured further war since its erection. This magnificent fractal concrete form marks the Battle of Sutjeska, but rather than fixate upon a singular geo-historical moment, it appears more likely to take flight. I will argue that this magnificent sculpture is perhaps engaged in what Baudrillard calls ‘the art of disappearance’.

Temperature Trends over Germany from Homogenized Radiosonde Data

2015 ◽  
Vol 28 (14) ◽  
pp. 5699-5715 ◽  
Author(s):  
Margit Pattantyús-Ábrahám ◽  
Wolfgang Steinbrecht
Keyword(s):  
Original Data ◽  
Atmospheric Temperature ◽  
West Germany ◽  
Radiosonde Data ◽  
East And West Germany ◽  
Different Temperatures ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Hadley Centre

Abstract Temperature data from radiosondes over Germany have been homogenized manually. The method makes use of the different radiosonde (RS) networks existing in East and West Germany until 1990. The largest temperature adjustments, up to 2.5 K, apply to Freiberg sondes used in the east in the 1950s and 1960s. Adjustments for Graw Hamburg 1948 (H48), 1950 (H50), and Munich 1960 (M60) sondes, used in the west from the 1950s to the late 1980s, and for RKZ sondes, used in the east in the 1970s and 1980s, are also significant: 0.3–0.5 K. Small differences between Vaisala RS80 and RS92 sondes used throughout Germany since 1990 and ~2004, respectively, were not corrected for at levels from the ground to 300 hPa. Comparison of the homogenized data with other datasets—Radiosonde Innovation Composite Homogenization (RICH) and Hadley Centre Atmospheric Temperature, version 2 (HadAT2)—and with Microwave Sounding Unit satellite data shows generally good agreement. HadAT2 data exhibit a few suspicious spikes in the 1970s and 1980s and some suspicious offsets up to 1 K after 1995. Compared to RICH, the homogenized data show slightly different temperatures, by less than ~0.4 K, in the 1960s and 1970s. As reported in other studies, the troposphere over Germany has been warming by 0.2 ± 0.1 K decade−1 from ~1950 to 2013, and the stratosphere has been cooling. The stratospheric trend increases from almost no change near 230 hPa (the tropopause) to −0.4 ± 0.2 K decade−1 near 50 hPa. Trends from the homogenized data are more positive by about 0.1 K decade−1 compared to the original data, both in the troposphere and stratosphere.

scholarly journals A Rural Secondary Education: Saskatchewan, 1958-1961

2007 ◽  
pp. 135-140
Author(s):  
William Bruneau
Keyword(s):  
Secondary Education ◽  
Economic History ◽  
Local Politics ◽  
Educational Practice ◽  
Completion Rates ◽  
The South ◽  
Regional Economic ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S

Religion and local politics have always weighed on secondary education in rural Saskatchewan but so have the brute facts of regional economic history. Isolation and near-poverty helped to ensure low completion rates in the 1950s, and especially in the south-western section of the province. In this memoir the author details educational practice just when prosperity was about to strike the system and the region in the 1960s and 1970s.

Theoretical Foundations for Educational Multimedia

2009 ◽  
pp. 1391-1398
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Educational Institutions ◽  
Cd Rom ◽  
Storage Devices ◽  
Educational Multimedia ◽  
Sound Motion ◽  
Multimedia Technologies ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Audio Video

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which time school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted through the 1930s as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s, but had little impact, mainly due to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it was not until the 1980s that computers began to make a major impact in education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000). Since the 1990s, there have been rapid advances in computer technologies in the area of multimedia production tools, delivery, and storage devices. Throughout the 1990s, numerous CD-ROM educational multimedia software was produced and was used in educational settings. More recently, the advent of the World Wide Web (WWW), together with the emergence of mobile devices and wireless networking, has opened a vast array of possibilities for the use of multimedia technologies and associated information and communications technologies (ICT) to enrich the learning environment. Today, educational institutions are investing considerable effort and money into the use of multimedia. The use of multimedia technologies in educational institutions is seen as necessary for keeping education relevant to the twenty-first century (Selwyn & Gordard, 2003). The term “multimedia” as used in this article refers any technologies which make possible “the entirely digital delivery of content presented by using an integrated combination of audio, video, images (twodimensional, three-dimensional) and text” along with the capacity to support user interaction (Torrisi-Steele, 2004, p. 24). Multimedia may be delivered on computer via CD-ROM, DVD, the Internet, or on other devices such as mobile phones and personal digital assistants, or any digital device capable of supporting interactive and integrated delivery of digital audio, video, image, and text data. The notion of interaction in educational multimedia may be viewed from two perspectives. First, interaction may be conceptualised in terms of “the capacity of the system to allow individual to control the pace of presentation and to make choices about which pathways are followed to move through the content; and the ability of the system to accept input from the user and provide appropriate feedback to that input” (Torrisi- Steele, 2004, p. 24). Second, given the integration of multimedia with communication technologies, interaction may be conceptualized as communication among individuals (teacher-learner and learner(s)-learner(s)) in the learning space that is made possible by technology (e-mail, chat, video-conferencing, threaded discussion groups, and so on).

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