scholarly journals The educationalization of school architecture in Switzerland between 1840 and 1950

2021 ◽  
pp. 547
Author(s):  
Marianne Helfenberger
Keyword(s):  
Education Reform ◽  
Research Question ◽  
School Building ◽  
Historical Building ◽  
School Architecture ◽  
Professional Literature ◽  
History Of ◽  
Reform Processes ◽  
General School ◽  
Building Designs

This paper analyses and contrasts the evolution of school architecture competitions, selected submitted projects and built schoolhouses, programmatic and professional literature, school building exhibitions and public reactions to them aiming at answering the following research question: How did architecture competitions, educational reforms and programmatic or professional literature contribute to the educationalization of the school building between 1835 and 1950 in Switzerland? The question will be approached from a perspective of educationalization, knowledge transfer and circulation between professional and political knowledge or discourses on education and practices of architecture competitions by contextualizing school building reform discourses within general school and education reform processes. The evolution of school building architecture competitions in Switzerland and the participation of a variety of actors demonstrate how the school building became a co-educator, how historical building designs are constantly naturalised to fit reform programs, and the relevance of calls for tender as source for the history of education.

Violence committed and victimization in courtship in adolescents: Does gender matter?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E A Villegas Vázquez ◽  
J C Leyva Chipol ◽  
K C Cervantes Gómez ◽  
S I Valencia Almeida ◽  
F G Márquez Celedonio ◽  
...  
Keyword(s):  
High School Students ◽  
Sexual Violence ◽  
Mental Health Problems ◽  
Physical Violence ◽  
Statistical Significance ◽  
Research Question ◽  
Middle Level ◽  
School Students ◽  
History Of ◽  
Del Rio

Abstract Introduction Within the current context in our Mexico, major states of violence for women have been manifested on a daily basis without having any more reason than being female. Veracruz is the first place in feminicides in Mexico with a rate of 3.44 per 100 thousand women. Research question: What is the intensity of the violence committed and victimization in the courtship of young students of the Upper Middle level in the Veracruz - Boca del Río area, according to their gender? Material and Methods A cross-sectional, prospective, observational and analytical study was carried out from December to February 2020. Middle-high school students from the Veracruz-Boca del Río region were included, who had a dating relationship and were excluded those who did not accept to participate. The variable “violence committed and victimization in courtship” was quantified with the CADRI instrument. The spss v22 software was used, Sudent's T was calculated for independent samples, with statistical significance p < 0.05. Results 741 students were included. There was a prevalence of violence committed of 86.2% and victimization of 89.2%. Of the total number of students who suffered and committed violence, women occupy 66.3% and 66.7% respectively. There is a difference in the intensity of violence between women and men in verbal-emotional violence (4.5 ± 4.2 vs. 3.4 ± 3.4), physical violence (0.6 ± 1.3 vs. 0.36 ± 3.6) and violence in general (5.7 ± 5.7 vs 4.3 ± 4.8) (p < 0.05), while victimization scores do not make a difference between both genders (p > 0.05). The history of psychological and sexual violence in previous relationships, as well as sexual violence in daily life are more frequent in the female sex (p < 0.05) Conclusions The violence generated is more intense in women, however, they also have a history of having suffered violence more frequently in previous relationships and in their daily lives. Key messages Women suffer more aggressions at different stages of their lives, which may increase the risk to tolerate aggressions or be more aggressive or suffer mental health problems. We must study if the violence generated by women is a response to a previous aggression from their boyfriend.

“Weg Da—Wir Wollen Lernen!” Education Reform in Hamburg, Germany in Neoliberal Times

2013 ◽  
Vol 115 (8) ◽  
pp. 1-36
Author(s):  
Jeff Bale
Keyword(s):  
Education Policy ◽  
Education Reform ◽  
News Media ◽  
Research Question ◽  
Substantial Part ◽  
Theory Approach ◽  
Education Policies ◽  
Reform Measure ◽  
Interpretive Communities ◽  
Critical Policy

Background/Context This paper is in dialogue with critical policy scholarship that has developed a certain consensus about what neoliberalism is and what its impact has been on recent education policy. A substantial part of the paper comprises a synthesis of recent German scholarship on neoliberal education policies in that country. Purpose/Objective/Research Question/Focus of Study Drawing on critical analysis of neoliberal education policy, this paper examines a recent education reform measure in Hamburg, Germany. A key component of the intended reform measure was defeated by a ballot initiative spearheaded by a coalition of Hamburg residents widely understood to represent the city's wealthy elite. Making sense of the controversy over this reform measure is the central goal of this paper. To do so, I identify five features of neoliberal education policy in Germany and use them as a framework within which to read the specific reform measure in Hamburg and the resistance to it. Research Design This paper reports an interpretive policy analysis and draws on document sources from four interpretive communities: (a) Hamburg's education ministry; (b) two pro-reform coalitions; (c) one anti-reform coalition; and (c) news media sources. A total of 389 documents were collected for this study, to which I applied a grounded theory approach for data analysis. Conclusions/Recommendations By reading this controversy against previous scholarship on neoliberal education policy, I argue that this specific case of education reform in Hamburg does not follow the pattern such analysis would predict. By stressing this divergence, I neither intend to challenge the consensus on neoliberalism within critical policy scholarship, nor to position this reform policy as a panacea to neoliberal ills. Rather, I argue that the anomalous nature of this specific reform effort in Hamburg provides two unique analytical opportunities: (a) to understand more deeply the constraints imposed by neoliberalism on schooling, especially in a context of policy making that bucks the neoliberal trend; and (b) to identify more clearly what educational policy strategies are required to move beyond neoliberal imperatives for schooling and society.

“Theoretically all Children are Equal. Practically this can Never be So”: The History of the District Property Tax in California and the Choice of Inequality

2020 ◽  
Vol 122 (2) ◽  
pp. 1-32
Author(s):  
Matthew Gardner Kelly
Keyword(s):  
School Finance ◽  
Research Question ◽  
Property Tax ◽  
School Funding ◽  
State Governments ◽  
Property Taxation ◽  
History Of ◽  
Long Term Trends ◽  
Funding Disparities

Background/Context Dealing mostly in aggregate statistics that mask important regional variations, scholars often assume that district property taxation and the resource disparities this approach to school funding creates are deeply rooted in the history of American education. Purpose/Objective/Research Question/Focus of Study This article explores the history of district property taxation and school funding disparities in California during the 19th and 20th centuries. First, the article documents the limited use of district property taxation for school funding in California and several other Western states during the 19th century, showing that the development of school finance was more complicated than standard accounts suggest. Then, the article examines how a coalition of experts, activists, and politicians worked together during the early 20th century to promote district property taxation and institutionalize the idea that the wealth of local communities, rather than the wealth of the entire state, should determine the resources available for public schooling. Research Design This article draws on primary source documents from state and regional archives, including district-level funding data from nine Northern California counties, to complete a historical analysis. Conclusions/Recommendations The history of California's district property tax suggests the need for continued research on long-term trends in school finance and educational inequality. Popular accounts minimizing the historical role of state governments in school funding obscure how public policies, not just market forces shaping property values, create funding inequalities. In turn, these accounts communicate powerful messages about the supposed inevitability of funding disparities and the responsibility of state governments to correct them. Through increased attention to long-term trends in school funding, scholars can help popular commentators and policymakers avoid assumptions that naturalize inequality and narrow the possibilities for future funding reforms.

Claiming Spaces for Science

2017 ◽  
Vol 47 (2) ◽  
pp. 164-199
Author(s):  
Adam M. Sowards
Keyword(s):  
Canadian Arctic ◽  
The Arctic ◽  
Professional Literature ◽  
Popular Discourse ◽  
Scientific Authority ◽  
Competing Demands ◽  
Complicated Process ◽  
History Of ◽  
External Forces ◽  
Reciprocal Process

Exploration has always centered on claims: for country, for commerce, for character. Claims for useful scientific knowledge also grew out of exploration’s varied activities across space and time. The history of the Canadian Arctic Expedition of 1913–18 exposes the complicated process of claim-making. The expedition operated in and made claims on many spaces, both material and rhetorical, or, put differently, in several natural and discursive spaces. In making claims for science, the explorer-scientists navigated competing demands on their commitments and activities from their own predilections and from external forces. Incorporating Arctic spaces into the Canadian polity had become a high priority during the era when the CAE traversed the Arctic. Science through exploration—practices on the ground and especially through scientific and popular discourse—facilitated this integration. So, claiming space was something done on the ground, through professional literature, and within popular narratives—and not always for the same ends. The resulting narrative tensions reveal the messy material, political, and rhetorical spaces where humans do science. This article demonstrates how explorer-scientists claimed material and discursive spaces to establish and solidify their scientific authority. When the CAE claimed its spaces in nature, nation, and narrative, it refracted a reciprocal process whereby the demands of environment, state, and discourse also claimed the CAE.

scholarly journals The Politics of Credentials: A Commentary and Critique of the Presbyterian Church in Southern Africa

2018 ◽  
Vol 20 (3) ◽  
pp. 305-327
Author(s):  
Graham A Duncan
Keyword(s):  
Southern Africa ◽  
Research Question ◽  
Primary Sources ◽  
Presbyterian Church ◽  
History Of ◽  
The Church ◽  
Over Time ◽  
Church Tradition

The use of credentials in an ecclesiastical context is a means of assuring that a minister is who he or she claims to be and is therefore trained and qualified to exercise ministry within a particular church tradition as determined by individual denominations. The concept and use of credentials has developed over time. Using primary sources in the main, this article examines the use of credentials as a tool for ‘inclusion’ or a means of ‘exclusion’, or both, in the history of the largest Presbyterian church in Southern Africa and its predecessors. The research question under study is to what degree, if any, were credentials used to control ministers and to cleanse and purify the church of radical – such as anti-apartheid – elements?

scholarly journals Religion of the past or living heritage?

2020 ◽  
Vol 27 (3) ◽  
pp. 152-168
Author(s):  
Tiina Aikas
Keyword(s):  
Nineteenth Century ◽  
Knowledge Production ◽  
Research Question ◽  
Local Population ◽  
The Past ◽  
Museum Displays ◽  
History Of ◽  
Dissemination Of Results

In recent years we have witnessed a growing contemporary use of Sámi offering places by various actors, for example tourists, the local population and contemporary pagans. Hence, sites that the heritage authorities and researchers have seen as belonging to the past have gained new relevance. Nevertheless, Sámi religion is often presented in museums in relation to history and prehistory. Sámi culture has been presented in museums and exhibitions since the nineteenth century. In pointing out that this long history of museum displays affects how Sámi culture is presented in contemporary museums, Nika Potinkara (2015:41) suggests that we can renew, comment on or question the old presentations. This article explores the representations of Sámi religion in four museums and exhibitions in Northern Finland, and will answer the following research question: How is Sámi religion presented and what kind of themes are present? Here museums are studied as arenas for the dissemination of results of knowledge production. What kind of image of Sámi religion do they share?    

scholarly journals Reading graphic medicine at the National Library of Medicine

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Patricia Tuohy ◽  
Judith Eannarino
Keyword(s):  
History Of Medicine ◽  
Cultural History ◽  
Cultural Influences ◽  
Well Being ◽  
Collection Development ◽  
National Library ◽  
Development Activity ◽  
Professional Literature ◽  
Graphic Medicine ◽  
History Of

The Exhibition Program, part of the History of Medicine Division of the National Library of Medicine, spotlights the collection of the library by creating exhibitions and educational resources that explore the social and cultural history of medicine. Our goal is to stimulate people’s enthusiasm for history and encourage visitors of all ages to learn more about themselves and their communities. We do what we do because we believe that health and well-being are fundamental human rights and are essential to our American way of life. And we believe exhibitions are a logical expression of that commitment.Oftentimes, exhibitions focus on underrepresented subjects or lesser-known types of literature, which helps to inform the library’s collection development activity. Collection development staff take a keen interest in viewing exhibitions, attending related lectures, and performing bibliographic research on topics that are unlikely to be captured in conventional scientific and professional literature. This heightened awareness leads staff to discover niche publishers, significant authors, and unique titles, thereby enriching the collection for future generations.Following the decision to embark on an exhibition about graphic medicine, collections staff more closely investigated this class of literature. This column explores how wider social and cultural influences can change the medical literature and inform and enrich the collections policies of an institution.

scholarly journals El nacimiento de la arquitectura escolar española (1869-1886)

2020 ◽  
pp. 285
Author(s):  
Francisco Javier Rodríguez Méndez
Keyword(s):  
19Th Century ◽  
School Building ◽  
Primary State ◽  
School Architecture ◽  
The 19Th Century ◽  
State Schools

In the middle of the 19th century scarcely a single town in Spain had its own school building, and most of the existing ones lacked the minimum conditions necessary for teaching. During the Sexenio Democrático (1868-1874), the progressive liberalist wing promoted the construction of schoolbuildings, launching a call for models of primary state schools in 1869. The significance of this call was such that it could be considered as the early  dawn of Spanish school architecture, even if the ensuing process and results are debatable. The construction of the Escuela Modelo in Madrid, the Escuelas Aguirre in Cuenca and Madrid, and the Jardines de la Infancia – the first Froebelian institution in Spain, also located in the capital – can be considered to have derived from this contest from 1869.

scholarly journals Mortar mixes with oxblood: historical background, model sample recipes and properties

2018 ◽  
Vol 45 ◽  
pp. 19-24 ◽  
Author(s):  
Kun Zhang ◽  
Laura Rampazzi ◽  
Maria Pia Riccardi ◽  
Antonio Sansonetti ◽  
Alberto Grimoldi
Keyword(s):  
Building Materials ◽  
Historical Background ◽  
Organic Additives ◽  
X Ray Diffraction ◽  
Amorphous Calcium Carbonate ◽  
Historical Building ◽  
Model Sample ◽  
History Of ◽  
History Of Architecture ◽  
History Of Use

Abstract. In this survey we present studies on mortar mixes added with oxblood, which was a commonly found local waste material, with a wide application and long history of use; a precise recipe of lime–pozzolan mortar with blood addition from a 19th-century Italian manual was chosen, and model samples were prepared accordingly, with the aim of better understanding the chemical, mineralogical and physical characteristics of such compositions, starting with a blank reference specimen. The specimens were analysed by means of scanning electron microscopy, infrared spectroscopy, thermal analysis and X-ray diffraction, and the results suggested that amorphous calcium carbonate could be formed in the specimens with oxblood addition. These preliminary results allow a better understanding of historical building practices, measuring effects induced by organic additives on mortar microstructure, as well as an evaluation of new performances obtained in mortar mixes. Moreover, this paper intends to propose a full multi-discipline approach to bridge the history of architecture and building materials to conservation science.

The General History of the Middle Ages at the V. Babeş University of Cluj (1951-1952)

2021 ◽  
Vol 65 (2) ◽  
pp. 3-20
Author(s):  
Ionuț Costea
Keyword(s):  
Education Reform ◽  
Middle Ages ◽  
Cultural Revolution ◽  
Teaching Staff ◽  
Political Transformations ◽  
The People ◽  
Socialist Realist ◽  
History Of ◽  
The One ◽  
The Middle Ages

"The General History of the Middle Ages at the V. Babeş University of Cluj (1951-1952). The 1948 education reform represented, besides a new institutional architecture transposed in accordance with the model of the soviet universities, a process of recycling professors. The process of changing the teaching staff was carried out on at least two levels – the definitive or temporary elimination (sometimes accompanied by incarceration) from the education system on the one hand, and the exertion of severe surveillance and intimidation, thus remodelling the discourse and the behaviour in the spirit of the socialist realist “cultural revolution” on the other hand. The study shed light on a method that led to the expulsion of the professors was the public defamation, the accusation of immorality and of their lack of understanding of the new political transformations of the country, thus labelling the professors as “enemies of the people”. The atmosphere of fear and humiliation was sustained through press campaigns of defamation. Especially the younger university professors were instructed to attack, in the press, the more professionally well reputed and publicly well-known professors. These articles contained not only analyses of the professors’ works and ideas, but also their dismantling, their “exposé” and their human undermining. This paper is a case study on a professor from medieval department of Cluj university, Francisc Pall at the beginning of 1950s years. Keywords: Communism, Romania, education reform, cultural revolution, violence, surveillance. "

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