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Books on the topic 'Established curricula'
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1
Green, Patricia M. An examination of the changing role of Home Economics with special reference to one school's attempt to establishit as part of a cross-curricular approach to technology. [University of Surrey], 1990.
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2
Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics: Established by Consensus Panel, September 21-22, 2005. American Nurses Association, 2006.
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Commission des écoles catholiques de Montréal., ed. Course of studies established in the schools under the control of the Roman Catholic School commissioners of the city of Montreal. s.n.], 1987.
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Synopsis of the system of education established by the University of King's College, Fredericton, New Brunswick: Founded by Royal Charter under the government of Sir Howard Douglas, Bart., A.D. 1828. J. Simpson, 1986.
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Alison, Rice, ed. Revitalizing an established program for adult learners. Teachers of English to Speakers of Other Languages, Inc., 2007.
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6
MacKenzie, Judith-Anne. 8. Acquisition of an estate by adverse possession. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198748373.003.0008.
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Course-focused and comprehensive, the Textbook on series provide an accessible overview of the key areas on the law curriculum. Another way to acquire an estate in land is by adverse possession. The Land Registration Act 2002 (LRA 2002) makes major changes to the process of acquiring registered land by adverse possession, but the old rules continue to apply to unregistered land (and to registered land where the period of adverse possession was completed before the new Act came into force). This chapter considers what is required to establish adverse possession, and then uses the example of another house in Trant Way to illustrate the three systems now in operation: adverse possession of unregistered land; adverse possession of registered land under LRA 1925; and the new system of adverse possession of registered land established by LRA 2002. The chapter concludes with a consideration of the human rights issues arising from adverse possession.
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Jones, Emily. Edmund Burke and the Invention of Modern Conservatism, 1830-1914. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198799429.001.0001.
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Between 1830 and 1914 in Britain a dramatic modification of the reputation of Edmund Burke (1730–97) occurred. Burke, an Irishman and Whig politician, is now most commonly known as the ‘founder of modern conservatism’—an intellectual tradition which is also deeply connected to the identity of the British Conservative Party. The idea of ‘Burkean conservatism’—a political philosophy which upholds ‘the authority of tradition’, the organic, historic conception of society, and the necessity of order, religion, and property—has been incredibly influential in international academic analysis and in the wider political world. This is an intellectual construct of high significance, but its origins have not yet been understood. This book demonstrates that the transformation of Burke into the ‘founder of conservatism’ was in fact part of wider developments in British political, intellectual, and cultural history in the nineteenth and early twentieth centuries. Drawing from a wide range of sources, including political texts, parliamentary speeches, histories, biographies, and educational curricula, this volume shows how and why Burke’s reputation was transformed over a formative period of British history. It bridges the significant gap between the history of political thought as conventionally understood and the history of the making of political traditions. By 1914, it is demonstrated that Burke had been firmly established as a ‘conservative’ political philosopher and was admired and utilized by political Conservatives in Britain who identified themselves as his intellectual heirs. This was one essential component of a conscious re-working of C/conservatism which is still at work today.
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PEREIRA DE AGUIAR, REINALDO, ANDERSON LUIS DA PAIXÃO CAFÉ, BRUNO BATISTA DOS ANJOS, ELINEUZA DOS SANTOS FERREIRA, and ADELMÁRIA IONE DOS SANTOS. Múltiplos Olhares Sobre Questões Emergentes do Século XXI. Casa Publicadora, 2021. http://dx.doi.org/10.53312/zaqwsx854.
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This work deals with the importance of decolonizing the curriculum in basic schools as an effective form of inclusion, both public and private and, by extension, in universities as determined by laws 10.639 / 03 and 11.645 / 08. The objective is to propose and analyze the construction of the curriculum in the Eurocentric mold. To carry out the research, a literature review was carried out, in which we spoke especially with Fausto Antonio (2015) and Nilma Gomes (2012). The results show that Eurocentrism and the concept of epistemicide aim at invisibilization and the inferiorization of another non-Western knowledge. Equally, Eurocentrism highlights its cultural values and, consequently, establishes a kind of model, that is, a pattern that makes other people’s knowledge production systems unfeasible and compromised.
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Thapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.
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First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
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Tubaro, Marco, Nicolas Danchin, Gerasimos Filippatos, Patrick Goldstein, Pascal Vranckx, and Doron Zahger, eds. The ESC Textbook of Intensive and Acute Cardiac Care. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199584314.001.0001.
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The ESC Textbook of Intensive and Acute Cardiac Care is a key reference for training and accreditation in this specialty. It serves as a reference for experienced and trainee cardiologists and intensivists from all over Europe. It establishes a common basis of knowledge in the field and a uniform and improved quality of care, is fully consistent with guidelines specified in the ESC Core Curriculum for Acute Cardiac Care, and features numerous videos as well as images that are downloadable to Powerpoint.
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Brown, Andrew R. Algorithms and Computation in Music Education. Edited by Roger T. Dean and Alex McLean. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190226992.013.17.
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The chapter discusses how bringing music and computation together in the curriculum offers socially grounded contexts for the learning of digital expression and creativity. It explores how algorithms codify cultural knowledge, how programming can assist students in understanding and manipulating cultural norms, and how these can play a part in developing a student’s musicianship. In order to highlight how computational thinking extends music education and builds on interdisciplinary links, the chapter canvasses the challenges, and solutions, involved in learning through algorithmic music. Practical examples from informal and school-based educational contexts are included to illustrate how algorithmic music has been successfully integrated with established and emerging pedagogical approaches.
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Heras, Magda, Alessandro Sionis, and Susanna Price. Training and certification in acute cardiac care. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199687039.003.0002.
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Advances in the treatment of cardiovascular diseases have changed their natural course and resulted in improved outcomes with prolongation of life. In parallel, subspecialization in cardiology has meant that training in the advanced management of critically ill cardiac patients to the level that is now required is no longer met within general cardiology. The growing demand for training in intensive cardiac care has led to the recognition of acute cardiac care as a subspecialty in its own right. This chapter describes the concept of clinical competence and its assessment within this challenging field. It also details the core curriculum and certification process established by the Acute Cardiovascular Care Association of the European Society of Cardiology to train and certify physicians in acute cardiac care.
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Price, Susanna, Sofie Gaevert, Alessandro Sionis, Eric Bonnefoy, and Magda Heras. Training and certification in acute cardiac care. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199687039.003.0002_update_001.
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Advances in the treatment of cardiovascular diseases have changed their natural course and resulted in improved outcomes with prolongation of life. In parallel, subspecialization in cardiology has meant that training in the advanced management of critically ill cardiac patients to the level that is now required is no longer met within general cardiology. The growing demand for training in intensive cardiac care has led to the recognition of acute cardiac care as a subspecialty in its own right. This chapter describes the concept of clinical competence and its assessment within this challenging field. It also details the core curriculum and certification process established by the Acute Cardiovascular Care Association of the European Society of Cardiology to train and certify physicians in acute cardiac care.
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Curthoys, Mark. Heather Ellis, Generational Conflict and University Reform. Oxford in an Age of Revolution (Leiden/Boston: Brill, 2012), viii + 257. ISBN: 9789004225527; E-ISBN: 9789004233164. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807025.003.0015.
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This chapter reviews the book Generational Conflict and University Reform. Oxford in an Age of Revolution (2012), by Heather Ellis. The book examines the changes in the curriculum, examination system, and institutional structures at the University of Oxford between 1714 and 1854 in the light of what it considers a growing tension between undergraduates and their tutors. It argues that generational conflict between seniors and juniors was a key factor in the reform process at Oxford. It also points to the revolutionary tendencies of Oxford students, hitherto regarded as overwhelmingly conservative and supportive of the established order, while also calling into question the assumed cohesion of the British elite. The book treats the university’s new examination statue of 1800 as a pivotal moment.
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Catling, Simon. UK Schoolbook Publishing. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199574797.003.0013.
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Oxford University Press had a long-established tradition of publishing books for schools and for the education of young readers, a commitment reiterated and commended by the Waldock Report. The Press issued schoolbooks in New York, through all of its overseas branches, and in Britain. This chapter examines the publication of schoolbooks for the UK market as edited and distributed from Oxford with regard to developments in educational approaches—including the appearance of computers in the classroom, fluctuations in state funding for schools, and the introduction of the National Curriculum. The chapter also considers the management, sales, and financial position of the Press’s educational publishing division in the context of the competitive UK schools market. The second half of the chapter presents case studies of important OUP educational titles and series, including Oxford Reading Tree and Oxford dictionaries for schools and young readers.
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Turner, Michael J. ‘Maintain the old institutions in their old quiet way’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827344.003.0005.
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This chapter focuses on university reform in Victorian Britain. Change was imposed on the universities of Victorian Britain by outside forces, but it was also the outcome of a struggle within the universities. This struggle was most intense and consequential for the universities in Oxford and Cambridge, owing to their uniquely close connection with established structures of power and privilege in religion, politics, and society. One of the more strident of those who opposed reform was Alexander James Beresford Hope, MP for Cambridge University from 1868 to 1887. The chapter then investigates the universities' connection with the Church, focusing on religious tests, clerical personnel, and theological instruction. It also considers disagreements about other areas of reform: endowments, fellowships, and headships; the independence of colleges; curriculum, teaching, ‘research’, and examinations; administrative and financial issues; and accessibility and the composition of the student body.
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Tarulevicz, Nicole. Jam Tarts, Spotted Dicks, and Curry. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038099.003.0006.
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This chapter discusses how Singaporean and Malayan cookbooks produced from 1880 to 2008 were intended to inculcate a racial and social hierarchy. A 1960s cookbook based on the Malayan school curriculum, for example, states that the text is intended to “foster and develop those natural attributes of good craftsmanship and artistry posed by all Malayans.” In the cooking of jam tarts, boiled potatoes, royal icing, coddled eggs, and scones, it seems that Malayan artistry had a clearly British framing. Through educational materials, the colonial authorities, followed by the Singaporean government, used the domestic sphere to establish specific gender and racial constructions; to make rules. Moreover, they sought to imagine, and thereby define, the nation in alignment with the agendas of the elites.
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Teoh, Karen M. A Little Education, a Little Emancipation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0002.
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From the mid-nineteenth to mid-twentieth centuries, British colonial policies toward Chinese female students in Malaya and Singapore were driven more by political than social considerations. An early period of inattention to female education by the British created spaces for missionary societies and the local Chinese community to establish linguistically plural, private girls’ schools. The colonial administration increasingly intervened in female education several decades after these schools had been founded, with different agendas depending on each institution’s language of instruction: in English schools, to bring the curriculum in line with racialized notions of femininity, and in Chinese schools, to fight the perceived threat of rising Chinese nationalism. Governmental concerns over managing the ethnic Chinese population outweighed the gender-specific assumptions that characterized educational policies for female students of other ethnicities.
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Gross, Robert N. Creating the Educational Marketplace. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0006.
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Chapter 5 shows how, by the 1920s, public policies had forged a regulated educational marketplace in American cities. Catholic students frequently transferred between public and private schools. Effectively managing these shifts in school attendance required public officials to establish the standards, rules, and procedures to facilitate parental choice between the two systems. Public regulations standardized the diffuse curriculum and teaching practices of public and private schools. Parents transferred their children from public to private schools with the understanding that the latter fit within the state’s minimal education standards, and that their choice would not result in their child suffering academic or professional harm. New regulations tied public and parochial school governance together in ways unthinkable during the nineteenth century. Catholic school administrators and parents largely embraced these new laws, viewing them as essential for raising the status of Catholic education.
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Travis, Jennifer, and Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.
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This book offers theoretical perspectives and case studies for teaching American literature of the long nineteenth century using the tools and methods of the digital humanities (DH). The essays highlight best methods for integrating the building of digital tools and projects in the nineteenth-century American literature classroom and strategies for incorporating into the curriculum already established digital materials. By emphasizing a discipline-specific approach, the collection invites conversations among scholars of other disciplines about how digital pedagogies can deepen their objectives for student learning. The collection is organized into five keywords, or tags: Make, Read, Recover, Archive, and Act. The essays in Make illustrate the pedagogical value of project-based, collaborative learning. The essays in Read describe assignments in which students engage in multiple reading practices, from close to collaborative and computational. In Recover, contributors show how DH approaches aid in the scholarly consideration of marginalized texts. The essays in Archive encourage students to select and organize artifacts with an ethics of care, often in communities beyond the classroom. The final section, Act, advocates for an activist approach, demonstrating how DH can bring new insights to debates central to the study of the long nineteenth century, particularly concerning difference. As they engage digital humanities practices and pedagogies, the essays in the collection model inventive strategies and rethink what is possible in the American literature classroom.
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Belvadi, Anilkumar. Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.001.0001.
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Missionary Calculus tells the story for the first time of the making of the Sunday school in Victorian India (1858–1901), focusing on American missionaries, its most active promoters. Unlike other mission histories, this book studies the means missionaries adopted in building this institution rather than on their evangelical ends. Based on extensive archival research, it addresses the question: How did the process of building institutions affect the Christian values to establish which they were built? The book provides a richly detailed account of Indian colonial educational history, discussing the Christian pedagogical encounter with a non-Christian learning environment. It tells of lavish missionary lifestyles in a land frequently stricken by famine, and of missionary solidarity with British colonial authorities, accompanied though by Christian caritative commitment for the plight of the colonized. Missionaries resolved these contradictions by telling their audiences that becoming Christian would lead them to prosperity, while telling themselves that they needed to work out a plan for civilizational correction. Sunday schools began to be seen as at once the instrument of evangelization as of reschooling India. American missionaries brought with them Sunday school curricula and organizational methods from back home, and tried to customize them to Indian conditions. But this meant having to compromise with hiring heathen teachers, allowing heathen students to wear their caste-marks, commissioning a heathen-style hymnody, and paying money to key people to fill the classrooms with heathens. Could such a hybrid institution be Christian? And whom could it serve? Here is an East Indian tale.
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Broadie, Alexander, ed. Scottish Philosophy in the Seventeenth Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198769842.001.0001.
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During the seventeenth century Scots produced many philosophical writings of high quality, writings that were very much part of a wider European philosophical discourse. Yet today seventeenth-century Scottish philosophy is known to hardly anyone. The Scottish philosophy of the sixteenth century is now being investigated by many scholars, and the philosophy of the eighteenth is widely studied. But that of the seventeenth century is only now beginning to receive the attention it deserves. This book begins by placing the seventeenth-century Scottish philosophy in its political and religious contexts, and then investigates the writings of the philosophers in the areas of logic, metaphysics, politics, ethics, law, and religion. It is demonstrated that in a variety of ways the Scottish Reformation impacted on the teaching of philosophy in the Scottish universities. It is also demonstrated that until the second half of the century, and the arrival of Descartes on the Scottish philosophy curriculum, the Scots were teaching and developing a form of Reformed orthodox scholastic philosophy, a philosophy that shared many features with the scholastic Catholic philosophy of the medieval period. It also becomes clear that by the early eighteenth-century Scotland was well placed to give rise to the spectacular Enlightenment that then followed, and to do so in large measure on the basis of its own well-established intellectual resources. Among the many thinkers discussed are Reformed orthodox, Episcopalian, and Catholic philosophers including George Robertson, George Middleton, John Boyd, Robert Baron, Mark Duncan, Samuel Rutherford, James Dundas (first Lord Arniston), George Mackenzie, James Dalrymple (Viscount Stair), and William Chalmers.
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Petersen, Kristian. Interpreting Islam in China. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190634346.001.0001.
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This book explores the contours of the Han Kitab tradition through discussing the works of some of its brightest luminaries in order to identify and explicate pivotal transitions in Sino-Muslim engagement with the Islamic tradition. A distinctive intellectual tradition emerged during the Ming dynasty (1368–1644) and Qing dynasty (1644–1911). Sino-Muslims established an educational system known as scripture hall education (jingtang jiaoyu經堂教育), which utilized an Islamic curriculum made of Arabic, Persian, and Chinese works. The Han Kitab, a corpus of Chinese-language Islamic texts developed within this system, reinterpreted Islam through the lens of Buddhist, Daoist, and Confucian terminology. Three prominent Sino-Muslim authors are representative of major junctures within the history of Sino-Islamic thought and are used to illustrate discursive transformations within this tradition: Wang Daiyu 王岱輿 (1590–1658), the earliest important author; Liu Zhi 劉智 (1670–1724), the most prolific scholar; and Ma Dexin 馬德新 (1794–1874), the last major intellectual in premodern China. The chapters explore how these authors defined being a Muslim through an examination of their thoughts on the hajj, the Qur’an, and the Arabic language. In the discussions, I analyze how they deployed the categories of pilgrimage, scripture, and language in their writings, as well as their strategic objectives in doing so. More broadly, this book fosters an exploration of issues of vernacularization, translation, centers and peripheries, and tradition. It offers theoretical directions for redescription of critical categories in the study of religion, especially within translingual Muslim communities.
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Kocić Stanković, Ana. THE AFRICAN AMERICAN EXPERIENCE: AN INTRODUCTION. Filozofski fakultet Niš, 2021. http://dx.doi.org/10.46630/aae.2021.
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My purpose in compiling this book was to produce a “student-friendly” course book in African American Studies, the elective course I designed and introduced into the English Department curriculum at the Faculty of Philosophy, University of Niš. The book is meant to provide a brief introduction into the history and culture of African Americans in the U.S., but could also be of interest to the general public, and, hopefully, may add to the practice of teaching African American literature and history already established at Serbian universities. The main purpose of the book is to get the readers/students acquainted with the key events in African American history, the most important political and cultural figures and the most prominent themes in African American culture. One of the goals would also be to spark further interest in this topic area and open possibilities for similar postgraduate academic courses. As most available books in African American studies deal either with history or literature, I have made an attempt to consider the subject from the perspective of cultural studies, integrating historical data with sociological, political and cultural commentary. I have deemed that such an integrative approach would provide the best insight into the study area and give the fullest picture of the African American contribution to the U.S. and world history and culture. The book is divided into eight chapters covering the period from the origins of the Atlantic slave trade to the contemporary period. The concept of individual chapters is as follows: an outline of the most important events, developments and historical figures of a particular period is followed by two or three brief excerpts from some of the most important works by major African American writers which illustrate the most important theme(s) covered in the chapter, accompanied by a brief commentary with topics and questions for further study.