Relevant bibliographies by topics / Liverpool. Royal Institution School

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Academic literature on the topic 'Liverpool. Royal Institution School'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Liverpool. Royal Institution School"

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Biley, Francis C. "Liverpool Royal Infirmary Nurses’ Training School – Commemorating the 75th Anniversary of the Nurses’ LeagueLiverpool Royal Infirmary Nurses’ Training School – Commemorating the 75th Anniversary of the Nurses’ League." Nursing Standard 23, no. 27 (2009): 30. http://dx.doi.org/10.7748/ns2009.03.23.27.30.b878.

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Biley, Francis C. "Liverpool Royal Infirmary Nurses’ Training School – Commemorating the 75th Anniversary of the Nurses’League LRI Nurses’ League Liverpool Royal Infirmary Nurses’ Training School – Commemorating the 75th Anniversary of the Nurses’League Countyvise Publishing 103pp £8 978 1 901231 99 1 9781901231991." Nursing Standard 23, no. 27 (2009): 30. http://dx.doi.org/10.7748/ns.23.27.30.s38.

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Agratina, Elena E. "Royal Free School of Drawing by Jean-Jacques Bachelier: Development of Education and Craftwork in France." Observatory of Culture 17, no. 5 (2020): 538–49. http://dx.doi.org/10.25281/2072-3156-2020-17-5-538-549.

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For the first time in Russian, the article reconstructs the history of the free school of drawing founded by the French artist and talented teacher J.-J. Bachelier (1724—1806); analyzes the charter and rules of this institution, its educational programs and practical activities; determines the role in the development of artistic craft in France. The article’s subject matter is multidisciplinary and is located at the intersection of the theory and history of art, art education and pedagogy. In view of the small number of comprehensive studies on the history of art education in France, this study expands the notion of it on the example of this educational institution. The school was opened in Paris at the initiative of J.-J. Bachelier for boys from the craftsmen environment. Although many different schools had been founded throughout France, the educational institution of Bachelier had special conditions of origin and a fortunate destiny — later it became part of the National School of Decorative Arts. From 1750, Bachelier became head of the Painting Department of the Vincennes (later Sevres) Porcelain Manufactory. According to his notes, his first concern was to make specialists. That is why he decided to organize a school where children were accepted from the age of eight and spent six years receiving the highest quality secondary art education of that time. Until now, Russian scientific literature has not paid enough attention to the history of French educational institutions in the field of art, despite the fact that France used to serve as a model for the whole of Europe in this regard. This article partially fills this gap, as well as provides a brief overview of other (less successful, but no less interesting) projects of J. Bachelier, for example, an art school for girls, the brilliant idea of which was never realized.
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McCann, Michael J., and Colin J. Suckling. "Charles Walter Suckling. 24 July 1920—30 October 2013." Biographical Memoirs of Fellows of the Royal Society 66 (December 19, 2018): 423–46. http://dx.doi.org/10.1098/rsbm.2018.0025.

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Charles Walter Suckling (1920–2013) is most remembered for being the discoverer of the inhalant anaesthetic halothane, which revolutionized anaesthesia and surgical practice. He was born in Teddington, Middlesex, but grew up largely in Wallasey, Merseyside, where his father was a cargo superintendent for imports from Australia produced by one of Charles’s maternal uncle's cooperatives. Charles was educated at Oldershaw Grammar School, Wallasey, and the University of Liverpool, where he obtained a first class honours degree in chemistry (1942). With this qualification he was directed to carry out national service in the chemical industry at ICI in Widnes and was subsequently able to obtain a scholarship to work towards a PhD at the University of Liverpool (1949), which he was awarded for the structural elucidation of the natural product santal, by classical organic chemical methods. The project leading to the discovery of halothane was begun in 1951 at ICI's Widnes Laboratory and was one of the first examples of rational drug design; halothane reached clinical practice in 1956. This and other industrial research innovations were recognized by his election to the Fellowship of the Royal Society in 1978. Charles’s career at ICI took him into both scientific and commercial management roles, including chairman of Paints Division and general manager of Research and Technology, a company-wide brief at head office, Millbank. After retiring from ICI (1982) he undertook many public service and charitable tasks, including membership of the Royal Commission on Environmental Pollution, for which he was awarded the CBE, and positions on the councils of the Royal College of Anaesthetists and Royal College of Art and Design. Charles retired from professional life fully in 2001. In 1946 he married Eleanor Margaret Watterson; their family comprised twin sons, both of whom became professional scientists, and a daughter, who became a medical doctor. Charles died at Knebworth, Hertfordshire, in 2013.
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Chaparro Sainz, Alvaro, and Igor Camino Ortíz de Barrón. "De Casa de pensión a Instituto de Segunda Enseñanza. La historia del Seminario de Vergara a través de sus alumnos (1776-1860)." Social and Education History 4, no. 2 (2015): 186. http://dx.doi.org/10.17583/hse.2015.1369.

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<div><p class="Body1">The historical events change the life of an educational institution. In case of the Royal Seminar of Vergara, as a consequence of numerous warlike, political, social and economic situations during almost hundred years, the establishment have lived a great number of variations in his organisation. In this work, we aim to approach a wide perspective study of this establishment. We consider that, in spite of the nominative changes or the alterations in the pedagogic profile of the Seminar, we are before the same institution from ends of the 18th century up to the half of the 19th century. To observe with major detail the evolution of this school, we have decided to centre our attention on the students, that is to say, on the principal agents of the institution. We have had the option to know the biographic paths of the students, which help us to consider if the historical changes have caused modifications in the social profile of the establishment or if, on the other hand, the Royal Seminar of Vergara continued appearing as the preferential option for the families that traditionally had sent to educate their childrens to the above mentioned institution.</p></div>
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Nikolic, Aleksandar. "The beginnings of mathematical institutions in Serbia." Publications de l'Institut Math?matique (Belgrade) 102, no. 116 (2017): 1–16. http://dx.doi.org/10.2298/pim1716001n.

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Institutional development of mathematics in Serbia rests on two national institutions: Belgrade Higher School established in 1863, from 1905 the University of Belgrade, and the Serbian Royal Academy founded in 1886, later the Serbian Academy of Sciences and today the Serbian Academy of Sciences and Arts. Dimitrije Nesic, professor of mathematics and rector of the Belgrade Higher School, founded the first mathematics library in Serbia in 1871. In time, as a result of the collaboration between the Academy and the University and overlapping activities, it had become the main place for mathematicians to gather and work and became known as the Mathematical Seminar of the University of Belgrade. The year 1896 is considered to be the year when the Seminar was officially founded and when it began its activities as an institution. Professors Mihailo Petrovic and Bogdan Gavrilovic, members of the Serbian Royal Academy, were the two people most responsible for its establishing. The period between the two world wars is the most significant period in the development and institutionalization of the activities of the Mathematical Seminar and Petrovic?s school of mathematics, which represent the root of the overall development of mathematics in Serbia. The Mathematical Institute was founded in 1946 under the authority of the Serbian Academy of Sciences. All Institute achievements and activities - publishing activities, organization of scientific seminars, introducing young and talented mathematicians to scientific work, improving the education process at the University of Belgrade - are pointed out. Today, after 70 years, the Mathematical Institute developed into the most significant Serbian institution of mathematics.
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Kökenyesi, Zsolt. "Service and education: the Royal Hungarian Bodyguard as a cultural institution in eighteenth-century Vienna." Historia provinciae – the journal of regional history 5, no. 2 (2021): 393–432. http://dx.doi.org/10.23859/2587-8344-2021-5-2-2.

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The Royal Hungarian Bodyguard, founded in 1760, was the first guard unit at the Viennese court to be recruited on a territorial basis and exclusively from noblemen. The establishment of the Guard served three purposes: to significantly increase the presence of Hungarians at court, to represent the monarch (the power of the sovereign) and the Hungarian estates, and to provide a cultural space for young Hungarian noblemen. For them, the Guard became an aid in building patron-client relations and in orientation in the court environment, which was especially important for the natives of eastern Hungary and the Principality of Transylvania as well as for Protestant noblemen. The article examines the role of the Guard in expanding the cultural horizons of young Hungarian nobles. The purpose of the paper is to present the role of the guard as an instrument of education and acculturation of Hungarian nobles against the background of well-known and recently discovered sources, such as guard establishment proposals, school register books and so forth, and to awaken interest of international research to the importance of this special institution. At the beginning of the article, an overview of the early proposals of the establishment of the Guard is given, then the principles of its operation are described, and finally, several examples are given to illustrate the role of the Guard in the careers of Hungarian magnates and noblemen.
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ANANTHAKRISHNAN, B. "Pedagogy, practice and research in Indian theatre." Theatre Research International 35, no. 3 (2010): 291–92. http://dx.doi.org/10.1017/s030788331000060x.

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Modern academic training for theatre in India has a history of just over fifty years (since independence). The National School of Drama (NSD) was set up in 1957, but the prime objective of the institution at that time was to generate professionals to develop children's theatre and rural theatre. Although India possessed a wide range of traditional performance cultures throughout the country, from rituals to folk performances and classical performances, the NSD was modelled on the Royal Academy of Dramatic Arts (RADA) since the new institution was led by a graduate of RADA, Professor Ebrahim Alkazi, who put the institution on a functional track. Thus the toolkit used during the initial days was primarily based on Western models conducive to realism rather than growing organically out of the actual practices of the different forms of Indian performance. This early orientation remains today, emphasizing the creation of referential meanings on the stage through conventional methods and devices, taken as the unshakable organizing principle of theatre practice.
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Moody, Christopher J. "Charles Wayne Rees CBE. 15 October 1927 — 21 September 2006." Biographical Memoirs of Fellows of the Royal Society 61 (January 2015): 351–78. http://dx.doi.org/10.1098/rsbm.2015.0023.

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Charles Rees was an eminent organic chemist. He specialized in the area of heterocyclic chemistry—the study of rings made up of carbon, nitrogen, oxygen and sulphur atoms—an important subject given that many medicines, agrochemicals, dyes and reprographic materials, as well as a very large number of naturally occurring compounds, including the DNA bases, the building blocks of life itself, are heterocyclic molecules. His scientific work was dominated by two overarching themes: reactive intermediates, in particular neutral, electron-deficient species such as carbenes, nitrenes and arynes, and unusual ring systems, particularly strained rings and novel aromatic systems, including those rich in sulphur and nitrogen atoms. Born in 1927, he was educated at Farnham Grammar School, then spent three years at the Royal Aircraft Establishment, before going to University College Southampton (later Southampton University) (BSc 1950, PhD 1953). After a postdoctoral period, he was appointed assistant lecturer at Birkbeck College, London, in 1955, before moving to a lectureship at King’s College, London, and subsequently to chairs at the University of Leicester (1965), the University of Liverpool (1969) and Imperial College, London (1978). He was elected to the Royal Society in 1974 and appointed CBE in 1995. He died in London in 2006.
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Savitskaya, Tatyana E. "Museum as the basis of the “school”: Dusseldorf Art Gallery and the Dusseldorf school of painting." Issues of Museology 12, no. 1 (2021): 48–57. http://dx.doi.org/10.21638/spbu27.2021.105.

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The article demonstrates the influence of the Dusseldorf Art Gallery (1714–1805) on the formation of the Dusseldorf school of painting — one of the leading European schools of the XIX century. The history of the establishment and formation of the collection is briefly considered, and the activities of the founder of the art gallery, Johann Wilhelm (1658–1716), as a reformer of the museum business are characterized. The collection is analyzed, and a significant predominance of works of the Dutch school is noted as its special feature. The author points out that the gallery was primarily a learning center for artists studying at the Dusseldorf Academy of Arts (1773). After Dusseldorf became a part of the Kingdom of Prussia, a new stage began and the gallery was transformed into the Royal Academy of Arts. This happened in 1819, which is officially considered the year when the Dusseldorf school of painting was born. It is noted that the influence of the Dusseldorf school extended far beyond European borders, including Russia and particularly Saratov where the artist A. P. Bogolyubov founded the Radishevsky Museum. He came up with the idea of creating a museum while studying in Dusseldorf. The example of the Dusseldorf Gallery demonstrates the importance of the museum as a collection of samples, the basis for the emergence of the “school” in two meanings — an educational institution and the development of an artistic tradition.
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Books on the topic "Liverpool. Royal Institution School"

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Royden, Michael W. Pioneers and perseverance: A history of the Royal School for the Blind, Liverpool (1791-1991) : a bicentennial celebration. Countyvise, 1991.

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Royden, Michael W. Pioneers and perseverance: A history of the Royal School for the Blind, Liverpool (1791-1991). Countyvise Ltd. in conjunction with the Royal School for the Blind, 1991.

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"Cutting Edge" Property Research Conference (1994 City University Business School). Proceedings of "The Cutting Edge" Property Research Conference of the Royal Institution of Chartered Surveyors, held on 2-3 September 1994 at City University Business School. Royal Institution of Chartered Surveyors, 1994.

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Assembly, Canada Legislature Legislative. Toronto University and Upper Canada College bill: An act to remove certain doubts respecting the intention of the act of the last session of the Parliament of this province for amending the charter of the University of Toronto, and to provide for the institution and endowment of regius and other professorships, lectureships, fellowships, scholarships, exhibitions, prizes and other rewards in the said university, and for other purposes connected with the said university, and with the College and Royal Grammar School of Upper Canada College forming an appendage thereof. Lovell and Gibson, 2004.

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Waterlow, David Barry. Between two worlds: Bernard Naylor, English composer in Canada. 1999.

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Hanioğlu, M. Şükrü. Das Volk in Waffen: The Formation of an Ottoman Officer. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691175829.003.0003.

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This chapter examines Mustafa Kemal Atatürk's military education. In January 1896, upon graduating from the military preparatory school in Salonica, Mustafa Kemal enrolled in the military high school in Monastir, then the capital of the Ottoman province of the same name. In 1899, at age eighteen, Mustafa Kemal graduated from this high school with flying colors. Mustafa Kemal then moved to Istanbul, where he enrolled in one of the most prestigious schools in the empire, the Royal Military Academy. Once there, he worked relentlessly to gain admission to the Staff Officer College—a highly competitive elite institution widely regarded as the pinnacle of military education in the empire. In 1902, he graduated from the academy and entered the college for two more years of special education. In 1905, he joined the army as a staff officer captain. Ultimately, Mustafa Kemal's studies at the Royal Military Academy exposed him to a radically new set of ideas.
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Boutcher, Warren. Learning Mingled with Nobility in Shakespeare’s England. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739661.003.0004.

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Chapter 2.3 analyses the English school of Montaigne in the context of the relationship between Renaissance education and the early modern nobility. The Englished Montaigne––translated by John Florio and dramatized by Samuel Daniel, Ben Jonson, John Marston, and others––was introduced as a critic of the tyranny of custom and as a participant in the aristocratic culture of private learning in the late Elizabethan, early Jacobean noble household. Documents discussed range from the paratexts to Florio’s translation and the English text of ‘Of the institution and education of children’ to James Cleland’s work on the same subject and the famous portrait of Lady Anne Clifford. The chapter ends by offering a new perspective on Shakespeare’s use of Florio’s translation in The Tempest: that we should understand it in relation to Samuel Daniel’s use of similar passages in a play staged for the 1605 royal progress to the University of Oxford: The Queenes Arcadia.
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Book chapters on the topic "Liverpool. Royal Institution School"

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Cooper, John. "Jewish General Practitioners and Consultants between the World Wars." In Pride Versus Prejudice. Liverpool University Press, 2003. http://dx.doi.org/10.3828/liverpool/9781874774877.003.0004.

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This chapter looks at Jewish general practitioners and consultants between the world wars. It shows that the massive influx of Jews into the medical profession started during the First World War and continued into the 1920s and 1930s. Although there is a widespread belief among Anglo-Jewish historians that discrimination made entry into the medical profession difficult for Jews, finding a place in an English medical school was in fact—apart from a few isolated incidents—relatively straightforward for Jewish students during the inter-war period. However, problems arose when Jews from an immigrant background tried to obtain house appointments and staff positions in the leading London and provincial hospitals. Even the top students, if they were the children of east European Jewish immigrants, sometimes found it difficult to obtain these positions in the London teaching hospitals or such institutions as the Manchester Royal Infirmary during the 1920s, though it became slightly easier in the following decade.
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Goldstein, Yossi J. "Community School versus School as Community." In Jewish Day Schools, Jewish Communities. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0009.

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This chapter presents two different views of the relationship between the Jewish day school and the Jewish community. It focuses on one case — that of the Bet El community in Buenos Aires, Argentina, founded in 1962 by Rabbi Marshall T. Meyer. A study of the Bet El Conservative School sheds light on the emergence of Jewish community schools that has become, since the 1970s, the leading trend in Jewish education in Argentina. Bet El, an institution regarded as the flagship school of the Conservative movement in Argentina, was founded as a kindergarten in 1967, some five years after Rabbi Meyer's establishment of the Bet El community as a nucleus for the development of the Conservative movement in Latin America. The elementary school began operating in 1974, at the same time as an application was made to establish a Conservative high school — an application that was approved by the public authorities but not taken further owing to the need to consolidate and strengthen the elementary school.
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Bouganim, Ami. "The School Ghetto in France." In Jewish Day Schools, Jewish Communities. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0012.

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This chapter examines the school ghetto in France. The Jewish school in France was never conceived or planned; it just created itself behind the backs of community institutions. The first modern Jewish institution in the country with a pedagogical vocation, the Alliance Israélite Universelle, was founded in 1860 and decided against opening schools in France. However, in the middle of the 1990s it was finally decided to create a new school in France. But the new institution, the Établissement Georges Leven, was fraught with many problems. During this period, the students in Pavillons-sous-Bois continued to attend classes in unhealthy conditions. The chapter shows how the history of Jewish schools in France is a reflection of what happened with the Pavillons-sous-Bois school.
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Temkin, Sefton D. "Sustaining the College (1875–1883)." In Creating American Reform Judaism. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774457.003.0044.

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This chapter discusses Isaac Mayer Wise’s attempts to keep his college in operation. In a sense, the Hebrew Union College, like Minhag America, was a vestige of a more comprehensive scheme. The all-embracing synod, which would legislate for American Judaism and authorize an official prayer-book as well as an official seminary for training rabbis, had been laid on one side. From time to time Wise still tried to raise the wind in its favour, but he found no support. The union, as established in 1873, was a deliberately circumscribed body, both as to the scope of its powers and as to the area of its membership. Wise’s presence was felt, but in the wings rather than the centre of the stage. The college itself, limited to the preparatory department of a rabbinical school, was only a first instalment of the comprehensive institution Wise had planned. If, as his critics charged, Wise was bent on becoming a ‘western pope’, being given the presidency of Hebrew Union College was hardly a coronation.
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Seidman, Naomi. "With Perseverance and Faith From Kraków to New York." In Sarah Schenirer and the Bais Yaakov Movement. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781906764692.003.0017.

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This chapter traces the beginnings of Bais Yaakov on American soil. The Bais Yaakov seminary in New York began quietly, exactly as had happened in Kraków. But the words of instruction were like a revelation. Very quickly, the number of students grew and the seminary blossomed. Jewish New York was recognizing a new world, the new-old idea of giving their daughters a Jewish education. Today, it has become an enormous educational institution with more than 500 students, a staff of forty teachers, a five-semester full-time seminary of the most exemplary rigour, an evening seminary, and the high school, in which the students acquire not only a clear and rigorous Torah education along with a first-class programme of government-sanctioned secular studies, but also preparation for life, instruction for future mothers in how to run a Jewish household. Ultimately, the Bais Yaakov education is about living yiddishkeit, the whole package and entirety of Jewish life. This is something that leaves its mark on all who pass through it.
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Twohig, Erin. "Satirizing Education in Crisis." In Contesting the Classroom. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620214.003.0005.

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The fifth chapter analyzes the use of parody and satire to depict education in Mohamed Nedali’s Grâce à Jean de la Fontaine! (Thanks to Jean de la Fontaine!) and Yacine Adnan’s Hūt Marūk (Hot Maroc). Nedali’s novel describes the satiric misadventures of a teacher-in-training who, upon finding himself surrounded by incompetency at the school where he works, learns to play along with absurdity rather than fight it. Hūt Marūk, in a similarly satiric tone, describes a young man who embodies the new kind of author produced by a failing education system: a comments section troll on an online blog. These novels offer a dramatic departure from the earnest striving heroes examined in the fourth chapter. They poke fun at education, exaggerating the foibles of incompetent administrators, skewering teachers who know nothing about their subject, and presenting the classroom as a space of meaningless failed communication. These narratives do more than point a literary finger at current political controversies and educational failings. They bring the entire educational institution into question through their clear refusal to ever be taught to future generations in the classroom
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Sèbe, Berny. "Colonial Heroes." In Postcolonial Realms of Memory. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789620665.003.0027.

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Taken together, the reputations which emerged in Francophone popular culture around a series of distinguished explorers, missionaries, empire builders or colonial administrators can be described as a site of collective memory, cementing in part the French ‘imagined community’ and sometimes spearheading cultural bridges within the French-speaking world in the postcolonial period. Turned into heroic figures endowed with national significance at the time of the ‘New Imperialism’ of the late nineteenth-century, through an elaborate process which involved the agency of a variety of hero-makers (and sometimes the heroes themselves) and the use of the newly-developed mass-media, the names of Lavigerie, Garnier, Brazza, Marchand, Lyautey, Foucauld and the like became sites of memory, both physically (through street or institution naming, statues, etc.) and culturally (through books, representations in the press and later in films, as well their place in the pantheon of school textbooks). Through colonial heroes, an unusual map of (post-)colonial France and the Francophone world emerges, which is much more complex than has been previously acknowledged, especially in the light of the interest of some post-independence African rulers in the colonial conquerors who gave birth to the modern states that they run.
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Temkin, Sefton D. "Flirting with the Orthodox." In Creating American Reform Judaism. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774457.003.0035.

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This chapter examines Isaac Mayer Wise’s connections with the Orthodox. His agitation for a convention had not made him forget his special concern for the training of rabbis in America, but here too he now harnessed it with his concern for an all-embracing union of American Jews. He wrote in the Israelite contesting the view that the question of Reform or Orthodoxy must be decided before a seminary was founded, because then the institution would have to be either exclusively Orthodox or exclusively Reform. He argued that the Jewish preacher needed, together with a good collegiate education, a ‘correct and comprehensive knowledge of the Jewish sources’. Therefore they needed ‘but one seminary for all parties’ but ‘no school of training of the conscience’; and if the congregations united in a convention, they could easily provide a seminary whatever forms one or the other might prefer. This was received with joy in an unexpected quarter. The New York Jewish Messenger, an organ of Orthodox viewpoint closely connected with the Board of Delegates of American Israelites, commended Wise for his views, thus beginning a series of friendly communications between Wise and the Orthodoxy.
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Brister, Wanda, and Jay Rosenblatt. "The Lady Composer Learns Her Craft." In Madeleine Dring. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979312.003.0005.

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The period of Dring’s life as a full-time student at the Royal College of Music overlapped with the concluding years of World War II. The director of the RCM, George Dyson, decided to keep the school open, and Dring’s diaries provide a picture of her life during the first years of the war. Principal teachers included W.H. Reed in violin, Lilian Gaskell in piano, Topliss Green in voice, and Margaret Rubel in “dramatic.” Dring continued to be active as a performer, earning her ARCM certificate in piano, and she performed in many plays and scenes as part of the dramatic class. She also had the opportunity to produce, direct, and write the music for The Emperor and the Nightingale, the annual Christmas play for the Junior Department. Her most important instructor was Herbert Howells in composition, with whom she studied for her entire four years as a full-time student, and she also took occasional lessons with Ralph Vaughan Williams. Her musical style is discussed through an examination of “Under the Greenwood Tree,” the first of her Three Shakespeare Songs, written and first performed during these years.
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Moore, James. "An ‘ornament to the town’? The Royal Manchester Institution and early public art patronage in Manchester." In High culture and tall chimneys. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781784991470.003.0003.

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The rapid rise of Manchester as Liverpool’s commercial rival produced an industrial and commercial elite determined to forge a community based on cultural achievement as well as economic endeavour. This chapter explores the cultural plans to reshape Manchester and the role of the Royal Manchester Institution in providing a focal point for the leading figures in the Manchester art world. In doing so it explores how art was used to position Manchester as a major British city and an alternative source of patronage and power to both Liverpool and London. Public exhibitions may not have been commercially successful but they offered a challenge to the dominance of the Royal Academy and a platform for a new generation of emerging northern artists.
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