Academic literature on the topic 'World history – Study and teaching (Secondary)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'World history – Study and teaching (Secondary).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "World history – Study and teaching (Secondary)"
1
Brooks, Sarah B. "Secondary teacher candidates’ experiences teaching about religion within a history curriculum." Social Studies Research and Practice 14, no. 2 (2019): 180–91. http://dx.doi.org/10.1108/ssrp-05-2019-0032.
Full textAbstract:
Purpose The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course? Design/methodology/approach This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship. Findings Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion. Originality/value This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.
2
van Hover, Stephanie, David Hicks, and Kristin Sayeski. "A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom." Theory & Research in Social Education 40, no. 3 (2012): 260–91. http://dx.doi.org/10.1080/00933104.2012.705162.
Full text
3
JohdiSalleh, Mohamad. "Effective E-Learning Approaches to Teaching and Learning of Islamic History and Civilization in Malaysia and the Muslim World." Journal of Islam in Asia (E-ISSN: 2289-8077) 8 (February 2, 2012): 399–419. http://dx.doi.org/10.31436/jia.v8i0.268.
Full textAbstract:
The paper discusses a study on the concept and effective e-learning approaches in the teaching and learning of Islamic History and Civilization in the Integrated Curriculum for Secondary School (ICSS), Malaysia. The study involved about fourhundred students from the selected secondary schools in Malaysia. The data werecollected through the questionnaires, observation, and interviews. The study discovered that the e-learning method may provide various opportunities to the students in Malaysia to access the enormous Islamic heritage in the Kingdom of Saudi Arabia. This may enhance their knowledge, understanding of the facts, and appreciation of the revealed artifacts and evidences of the truth of Islam.In fact, the e-learning approach is substantially suitable to be used as instructional instrument in distance education at all levels of education, particularly between Malaysia and the Kingdom of Saudi Arabia and other Muslim countries around the world.
4
Bertotti, Rudimar Gomes, and Gisele Rietow Bertotti. "Moral and civism in higher education." Revista de História da Sociedade e da Cultura 20 (December 31, 2020): 467–88. http://dx.doi.org/10.14195/1645-2259_20_22.
Full textAbstract:
This article aimed to investigate the bibliography of the Study of Brazilian Problems (PBS) discipline at the Federal University of Paraná (UFPR) between 1971 and 1984. It was used primary and secondary sources, which unveiled the theoretical corpus that supported BPS teaching at UFPR. Some methodological elements of Cultural History were mobilized based on the understanding that individuals and groups grasp the social world and share it in a particular way, producing strategies and practices (political, social and educational) (Chartier 2002). Finally, the analysis revealed that BPS’ teaching programs were based on a bibliographic diversity, marked by books that were aligned with the Doctrine of the National Security and Development (DNSD), but which appeared alongside the works of some anti-regime authors. And that bibliographic focused on national problems denoted adherence to a larger DNSD policy aimed at encouraging the participation of university youth in the national political and economic plan.
 
 Keywords: Brazilian Problems Study. Dictatorship. Teaching programs. Bibliography. History of Education.
5
Haial, Dr Ahmed Hussien. "The impact of Linguistics In teaching Arabic language." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 1 (2017): 135–52. http://dx.doi.org/10.36473/ujhss.v223i1.322.
Full textAbstract:
Almost linguistics and language approach differ from those defined by the global history of linguistic studies, Including Arabic linguistic studies, I decided that the language linguistics subject of scientific study material, In this lesson linguistic began nearly shoved another contributed to the breadth of the research department, Accordingly God widened cognitive extents in most universities in the world, and its impact in the overall Linguistics Humanities. The pedagogical and teaching aids frontrunner in this effect, and as the teaching language is situated in the heart of the pedagogical department. It was the linguistics major impact on the development of Arabic language teaching, both speakers in Arab universities and secondary schools, or for non-native speakers.
6
Hutapea, Riski Munandar, M. Husnaini, and Tahraoui Ramdane Murad. "Challenge of Integrating Tawhid in Science and History." International Journal of Asian Education 2, no. 1 (2021): 44–51. http://dx.doi.org/10.46966/ijae.v2i1.89.
Full textAbstract:
This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.
7
Suryana, Nananng. "LEARNING LOCAL AND NATIONAL HISTORY TO DEVELOP HEROIC VALUES." Historia: Jurnal Pendidik dan Peneliti Sejarah 13, no. 1 (2017): 119. http://dx.doi.org/10.17509/historia.v13i1.7704.
Full textAbstract:
This study was motivated by the writer’s concern on the accumulating phenomena of social deviation in adolescent life. The writer’s think education were not able to develop the best character in students life. The historical teaching is a part of education have function as to develop a character, because in history be foundthe best value from the event and the historical figure. That is called a heroism value, a concept which we can to study about the best value in history from the event and the hero. The hero in history is the individual to prefoundly different if he had deternining an issue or event whose consequences would have been profoundly between if had not acted as he did. This concept still relevance in the adolescent fhenomena in Indonesia. Historical Education, especially a heorism teaching, is one of an effective media for chacater development. Historical education bases the heroes to build bravevy, casrifice, leadership, and responsibility character. Based on the introductory statement above, the research problem of this study would be stated as followed: “Are there any significant differences in students’ awareness in history before and after the teaching and learning of history according to the multiculturalism in local, national, global perspectives?”. The methodology used in this study was both quantitative and qualitative paradigms, with quasi-experimental design and data compiled by interview technique among lower secondary school students in Sumedang municipality. The research findings are firstly, that the influence of local history teaching towards the develop of heroism value are significant. Second, the influence of national history teaching towards the develop of heroism value is positively significant. Third, that the influence of local and national history teaching and learning towards the develop of heroism value is significant.
8
Rijal, Hima, and Suvana Maskey. "Clinical Spectrum of Infertile Couple: a Retrospective Study at Teaching Hospital." Nepalese Medical Journal 3, no. 2 (2020): 375–78. http://dx.doi.org/10.3126/nmj.v3i2.35117.
Full textAbstract:
Introduction: Infertility has been rising steeply as the prime health issue among women around the world these days. This study aims to investigate the causes, hormonal profi le, and clinical spectrum of infertility.Materials and Methods: This is a descriptive cross-sectional study conducted throughout a one year duration in an infertility clinic. The couples meeting the inclusion criteria were included and a pre-formed proforma was used to collect the data regarding history, examination, and investigations.Results: A total of 118 infertile couples were analyzed. The mean age of the females was 28.3±4.5 years. There were 72.1 %cases of primary infertility and 27.9 %of secondary infertility. Regarding obesity status,35.5% were overweight and 15.2 % were obese. Thirty-one (26.2%) males were smokers, 41 (34.7%) used to consume alcohol, and 14 (11.8%) had a habit of chewing tobacco. Among the different fi ndings of semen analysis, 21.1% asthenozoospermia, 9.3% oligoasthenozospermia,7.6% oligospermia, 1.6% azoospermia. Female factor accounted for 45.3%, the malefactor for 28% and in 19.3% the defi nite factor was not determined. The ovulatory disorder was diagnosed in 38.6% of females and hysterosalpingography (HSG) revealed that around 10% had a unilateral block and 1.7% had a bilateral block.Conclusions: Infertility is becoming a global issue affecting a signifi cant number of young couples. About forty-six percent were female aging more than thirty years. The female factor for infertility was more common than the male factor among which ovulatory disorder was the commonest one. Asthenozoospermiawas the commonest abnormal fi nding on semen analysis in a male partner.
9
Fru, Raymond N. "Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho." World Journal of Educational Research 2, no. 2 (2015): 182. http://dx.doi.org/10.22158/wjer.v2n2p182.
Full textAbstract:
<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary and high schools. The result in the case of Lesotho is that the subject is very unpopular in secondary and high schools as the number of schools teaching the subject has dwindled drastically over the years. The situation is exacerbated by poor Junior Certificate (JC) examination results for the few schools that teach the subject. </em></p><p><em>Against this backdrop, this article engages the discourses around the status of history education in the context of Lesotho from a student teacher’s perspective. While many studies have focused on the role of students, government departments and school administrations in explaining the negative position of history education, the stance in this article is that the role of the history teacher is as vital and cannot be undermined. Teachers’ understanding of the objectives of history teaching and their attitudes towards the discipline has important implications for the way the discipline is perceived by students and the public. As a result, this article presents findings ofa study conducted with some novice history teachers in Lesotho on their understandings of the objectives of history teaching especially in a Lesotho context. Such understandings are then used as a basis to theorise the status of the discipline, but also to reflect on the future of history education in Lesotho.</em></p>
10
Salleh, Mohamad Johdi, and Ariegusrini Agus. "AN ANALYSIS OF MULTI-ETHNICS STUDENTS’ ATTITUDES IN THE TEACHING AND LEARNING OF HISTORY AT THE SELECTED SECONDARY SCHOOLS IN SABAH, MALAYSIA." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (2018): 240. http://dx.doi.org/10.17509/historia.v12i2.12104.
Full textAbstract:
The purpose of this study is to examine the multi-ethnics students’ attitudes in the teaching and learning of History at the selected secondary schools in Sabah, Malaysia. This study was based on the data collected from questionnaires distributed to 189 students of various ethnicity including Dusun Bagahak, Suluk, Bajau, Chinese, Cocos, Iranun, Bugis, Kadazan, Timor, Tidong, Javanese, Orang Sungai, Kagayan, and, Malays. The data was analyzed by using convenience statistics such as frequency, mean, standard deviation, and, independent samples test. The results showed that the students’ interest, motivation, and, examination performance were greatly influenced by the teaching strategies of history teachers. The study suggests that if the teachers have the ability in attracting their students’ attention during the learning session, there will be great possibilities that the entire students regardless of gender and ethnics will love to learn History. It is hoped that more students would have benefits from this core subject of the lower and upper secondary levels, ICSS Malaysia, towards the realization of the first class human capital of Malaysian in the era of globalization.
Dissertations / Theses on the topic "World history – Study and teaching (Secondary)"
1
Oliver, Brenda Peck. "Activities in world history for artistically talented students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/703.
Full textAbstract:
The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.
2
Siler, Carl R. "A content analysis of selected United States history textbooks concerning World War II." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434857.
Full textAbstract:
The purpose of this study was to apply the research technique, content analysis, to the five most widely used United States high school history textbooks. The textbooks were investigated to obtain an objective, systematic, quantitative, and qualitative description of the textual content concerning the period of World War II.The population studied consisted of the five most widely used high school United States history textbooks. Three categories, people, events, and themes were researched in all five textbooks. Each of 126 specific items were coded from each textbook according to inclusion, frequency, magnitude, and direction. Jury validity was utilized, and three professional historians used as independent coders confirmed instrument reliability.Findings1. Events were included in a greater percentage than people or themes.2. American, British, and German political leaders were included more frequently than Russian, Italian, or Japanese leaders.3. Allied leaders were treated more favorably than the Axis leaders.4. The specific items were superficially treated with the textbook lacking indepth presentation of many specific items.Conclusions1. There exists a commonness and similarity among the most widely used United States history textbooks with a distinct lack of differences in that they generally present a series of chronological events and facts.2. The textbooks less than fully achieve the goals established for history courses by state and national organizations.3. Omissions, biases, inaccuracies, and distortions appear in the most widely used American history textbooks because of the forces of the mass market and apparent inadequate usage of current historiography.
3
Landis, Geraldine. "Heroes and villains : an analysis of the treatment of individuals in the world history textbooks /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172039/.
Full text
4
Stanek, Tomasz Bogdan. "Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/134.
Full textAbstract:
The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.
5
Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.
Full textAbstract:
<p>"<br>This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."<br></p>
6
Ashkettle, Bryan Lee. "THE POWER OF THE PROVOCATIVE: EXPLORING WORLD HISTORY CONTENT." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1382977530.
Full text
7
Atuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.
Full textAbstract:
This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
8
Ho, Chi-ming Ronald, and 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.
Full text
9
Poswa, Mandisa. "History reading comprehension in black secondary schools : a Ciskei study." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.
Full textAbstract:
This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.
10
Mills, Christine Elizabeth. "The portrayal of women in history textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.
Full textBooks on the topic "World history – Study and teaching (Secondary)"
6
Rinehart And Winston Staf Holt. Holt world history: The human journey. Holt, Rinehart and Winston, 2003.
Find full text
7
Stearns, Peter N. World history: Traditions and new directions. Addison-Wesley Pub. Co., 1989.
Find full text
9
Holt, Rinehart, and Winston, Inc. Readings in world history. Holt, Rinehart, and Winston, 2003.
Find full text
10
Berens, Karls Andrea, National Geographic Society (U.S.), and Glencoe/ McGraw-Hill, eds. World history: The human experience. Glencoe/McGraw-Hill, 1997.
Find full textBook chapters on the topic "World history – Study and teaching (Secondary)"
1
Crymble, Adam, and Maria José Afanador-Llach. "Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study." In Teaching History for the Contemporary World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_7.
Full text
2
Jones, Adrian. "Study Tours: History Studies Abroad as an Exploration of Points of Departure in a Zone of Improximal Development." In Teaching History for the Contemporary World. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_8.
Full text
3
Zúñiga, Carmen Gloria, Thomas O’Donoghue, and Simon Clarke. "Historical Background to the Teaching of History in Secondary Schools in Chile." In A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-926-5_5.
Full text
4
Novotná, Veronika Quinn, and Jiřina Dunková. "Teaching through ELF at International Post-Secondary Institutions: A Case Study at United World Colleges." In International Perspectives on English as a Lingua Franca. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137398093_9.
Full text
5
Vacharoglou, Efstratios. "The Teaching of the First World War Through History Textbooks for Secondary Education in Greece (1960–2010): Aims and Priorities." In Textbooks and War. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98803-0_6.
Full text
6
Turner, Frank M. "Victorian Classics: Sustaining the Study of the Ancient World." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0007.
Full textAbstract:
This chapter provides an overview of the history of Victorian classical studies. The teaching and knowledge of the Classics in Britain had expanded throughout the Victorian era as the number of educational institutions grew and as the numbers of people with the aspiration for social mobility through education had similarly expanded. More people wanted some kind of knowledge of the classical languages and the classical world because they provided avenues for advancement in secondary schools, the universities, the church, the military, the professions and the civil service. The chapter also describes the major role played by George Grote in British and European classical study. Grote forged a progressive intellectual identity for the study of ancient languages, literature, philosophy and history. He introduced dynamic modern ideas into classical scholarship and sustained the Classics as a force of modern instruction.
7
Wong, Yi Lin, and Kin Wai Michael Siu. "The Curriculum Development and Project-Based Assessment of Design Education in Singapore and Hong Kong Secondary Schools." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch011.
Full textAbstract:
Project work is an essential feature in design education and curriculum and the major assessment that students need to work on. Project-based assessment is one of the promising approaches for assessing students' performance in design education. It is also the appropriate pedagogical approach for teaching design. In project-based assessment, students need to finish several tasks, such as identify a problem, research on relevant materials, suggest possible solutions to the problems, realize the chosen solution, make the artifacts and evaluate it in a project. It is natural and indubitable in the design classes – teachers and students would probably accept it without any questions. However, in the recent years, project work in design education at secondary school levels has been developed in some new directions that it is significantly differentiated from the traditional project work in the past. It is then interesting to review the historical development of secondary school design education and understand the practice of project-based assessment. The design curricula of Singapore and Hong Kong are chosen for case study and comparison in this chapter. Through examining the similar background of curriculum development of Singapore and Hong Kong, the comparison and the discussions of the chapter also highlight some issues and the future development of curriculum and assessment in K-20 education of both places. The aims of the chapter are to (1) review the history of curriculum development in Singapore and Hong Kong secondary school design education; (2) review the project-based assessment in the design curricular in both places; and (3) discuss the general and specific issues of curriculum development and project-based assessment based on the reviews.
8
Luhtala, Anneli. "Secondary Grammar Education in the Middle Ages." In The History of Grammar in Foreign Language Teaching. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch02.
Full textAbstract:
The study of language and literature had a fundamental role in medieval education, being a major subject at all levels of education. This chapter deals with medieval language teaching in Western Christendom, focusing on the core of grammatical treatises, consisting of a systematic description of the parts of speech and their syntax. From the Carolingian reform on, grammar instruction continued to be influenced by logic, and the role of literature diminished. Grammar teaching became increasingly analytical, and Donatus’s standard textbook could no longer meet the requirements of language pedagogy in the High and Later Middle Ages. Its study began to be accompanied by other short treatises, which represented new doctrines, e.g. syntactical theory, and new forms of teaching, such as parsing grammars and grammars in verse.
9
Diaz-Andreu, Margarita. "The Early Search for a National Past in Europe (1789–1820)." In A World History of Nineteenth-Century Archaeology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199217175.003.0020.
Full textAbstract:
In the nineteenth century, the allure of the past of the Great Civilizations was soon to be contested by an alternative—that of the national past. This interest had already grown in the pre-Romantic era connected to an emerging ethnic or cultural nationalism (Chapter 2). However, its charm would not be as enticing to the lay European man and woman of the late eighteenth and early nineteenth centuries, who were much more under the influence of neoclassicism (Chapter 3). The Western European nations had no monuments comparable to the remains of Greece, Rome or Egypt. Before the Roman expansion into most of Western Europe in antiquity, there had been few significant buildings, apart from unspectacular prehistoric tombs and megalithic monuments whose significance was unrecognized by the modern scholar. Roman remains beyond Italy were not as impressive as those found to the south of the Alps. Because of this it seemed much more interesting to study the rich descriptions the ancient authors had left about the local peoples and institutions the Romans had created during their conquest. Throughout the eighteenth century the historical study of medieval buildings and antiquities had also increasingly been gaining appeal. In Britain their study instigated the early creation of associations such as the Society of Antiquaries of 1707, but even this early interest did not lead to medieval antiquities receiving attention in institutions such as the British Museum, where they would only receive a proper departmental status well into the nineteenth century (Smiles 2004: 176). In comparative terms, the national past and its relics were perceived by many to be of secondary rate when judged against the history and arts of the classical civilizations. During the French Revolution and its immediate aftermath, for example, the national past would not be as appreciated by as many people and antiquarians as that of the Great Civilizations (Jourdan 1996). This situation, however, started to change in the early nineteenth century. There were three key developments in this period, all inherited from Enlightenment beliefs, which were the foundation for archaeology as a source of national pride. The effects of these would be seen especially from the central decades of the century.
10
Diaz-Andreu, Margarita. "Conclusions." In A World History of Nineteenth-Century Archaeology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199217175.003.0023.
Full textAbstract:
In this book explanations have operated at various levels, of which two will be highlighted here: top-down and bottom-up approaches. Regarding the first approach, it has been argued that archaeology’s emergence as a professional discipline needs to be understood within the framework of the appearance of nationalism as the political ideology that changed the way in which states were characterized, leading to their definition as self-governed nations. An overview of how nationalism, and, connected to it, imperialism and colonialism, affected the development and institutionalization of archaeology throughout the world in the nineteenth century has been provided in the introduction. In this final chapter I do not intend to repeat arguments put forward there. Instead, the following pages will further elaborate on the bottom-up approach, utilized throughout the work but not explicitly formulated. This concerns archaeologists’ role in the changes that led to the growing acceptance of nationalism and imperialism, and the increasing success of archaeology as a scholarly discipline. Nation, colony, empire, and state are abstract concepts that, in fact, represent communities of individuals whose agency is fundamental in the events that mark the history of these institutions. People successfully instil—or otherwise—the belief in the existence of a nation, an empire or a colony. Explorers, amateurs, and professionals played a vital part in the organization of the search for antiquities, claiming their undertakings were useful from a political point of view, and popularizing this vision through exhibitions, speeches, teaching, and publications. To understand correctly the mechanisms by which nineteenth-century archaeology related to nationalism it is important to stress that the political role played by most individuals involved in the study of antiquities was not the result of an imposition. On the contrary, free choice motivated them. The many analyses undertaken on the social provenance of archaeologists (for example Kristiansen 1981; Levine 1986; Mitchell 1998) show that a number hailed from the social elite and, importantly, that the great majority were from the middle classes. They, therefore, belonged to the strata in society leading the nineteenth-century revolutions. These were not enforced from above, but, quite the reverse, were voluntarily directed by the intelligentsia—the educated strata in the society mainly drawn from the middle classes—in their search for space in the political sphere.
Conference papers on the topic "World history – Study and teaching (Secondary)"
1
Szabó, Róbert. "The usage of the battle simulation in History and Geography classes: the case study of the Battle of Nagyharsány, Hungar." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.919.
Full text
2
Chan, Boris, Alan Lam, and Louis Li. "Case study: Affordances of using multi-HD technology for distanced co-teaching in Hong Kong secondary schools." In 2012 World Congress on Information and Communication Technologies (WICT). IEEE, 2012. http://dx.doi.org/10.1109/wict.2012.6409068.
Full text
3
Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-1.
Full textAbstract:
The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.
4
Wong, Kaufui V., Baochan D. Do, and William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.
Full textAbstract:
At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United States. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.
5
Ugolo, Jerry Obaro. "Impact of Public Health on Oil Production Operation Expenditure – Case Study: Covid-19 Era Expenses in Nigeria Oil & Gas Industry." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/208229-ms.
Full textAbstract:
Abstract Oil price is primarily determined by global supply and demand forces as well as governments policies and action or inaction of institutions like OPEC. However, in recent times, it has become evident that public health is a vital factor influencing demand and in turn oil price. In US, oil price reached a negative value for the first time in history by April 2020. Personnel and public health have been shown to have profound effect on operational expenditure (OPEX) of organizations, this in turn affecting the profitability of such organizations. Extra measures involving cost, had to be taken by organizations all over the world to ensure health and safety of their personnel in their sites. In Nigeria, effect of covid-19 measures for companies were, shut in of production, declaration of force majeure on ongoing contracts, slashing of costs, suspension on evaluation of future projects, profile assets for sale, remote/tele working, etc. Huge costs were also incurred as a part of corporate social responsibility for host communities/states where they operate. The consequential outcome is that there are reports of lower than planned profitability and liquidity positions. This paper examines action taken during this covid crisis and their impact on the financial status of their organizations. Using a quantitative and descriptive research design, an online survey has been used to gather information from respondents from different oil and gas companies of cost incurred by them. Secondary data was also obtained from quarterly reports of some companies of the oil majors to show their profitability comparing Q1-Q4 of 2019 and 2020. The paper also appraises action and inaction by corporate/government bodies to stimulate economic growth and help its personnel/citizenry. An attempt is also made to glean experience and lessons from organization that lived through the periods being examined.
6
Talluri, Aishwarya. "Spatial planning and design for food security. Building Positive Rural-urban Linkages." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/rymx6371.
Full textAbstract:
Food is vital for human survival. Food has had a significant impact on our built environment since the beginning of human life. The process of feeding oneself was most people’s primary job for the greater part of human history. Urban Migration moved people away from rural and natural landscapes on which they had been dependent for food and other amenities for centuries.1 Emergence of the cities leads to a new paradigm where the consumers get their food from rural hinterland where the main production of food products happens2 . In a globalized world with an unprecedented on-going process of urbanization, There is an ever reducing clarity between urban and rural, the paper argues that the category of the urban & rural as a spatial and morphological descriptor has to be reformulated, calling for refreshing, innovating and formulating the way in which urban and rural resource flows happen. India is projected to be more than 50% urban by 2050 (currently 29%). The next phase of economic and social development will be focused on urbanization of its rural areas. This 50 %, which will impact millions of people, will not come from cities, but from the growth of rural towns and small cities. Urbanization is accelerated through Government schemes such as JNNURM (Jawaharlal Nehru National Urban Renewal Mission ) , PMAY (Pradhan Mantri Awas Yojana), 100 smart cities challenge, Rurban Mission are formulated with developmental mindset. The current notions of ‘development’ are increasing travel distances, fuels consumption, food imports, deterioration of biodiversity, pollution, temperatures, cost of living. The enormity of the issue is realized when the cumulative effect of all cities is addressed. Urban biased development becomes an ignorant choice, causing the death of rural and deterioration of ecological assets. Most people live in places that are distant from production fields have been observed as an increasing trend. Physical separation of people from food production has resulted in a degree of indifference about where and how food is produced, making food a de-contextualized market product as said by Halweil, 20023 . The resulting Psychological separation of people from the food supply and the impacts this may have on long term sustainability of food systems. Methodology : . Sharing the learning about planning for food security through Field surveys, secondary and tertiary sources. Based on the study following parameters : 1. Regional system of water 2. Landforms 3. Soil type 4. Transportation networks 5. Historical evolution 6. Urban influences A case study of Delhi, India, as a site to study a scenario that can be an alternative development model for the peri-urban regions of the city. To use the understanding of spatial development and planning to formulate guidelines for sustainable development of a region that would foster food security.
7
Sepúlveda-Páez, Geraldy, and Carmen Araneda-Guirriman. "WOMEN FACULTY AND SCIENTIFIC PRODUCTIVITY IN LATIN AMERICAN CONTEXT: EVIDENCE FROM CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end026.
Full textAbstract:
Since the 19th century, the position of women in the context of higher education has undergone multiple changes, although their incorporation has not been a simple or homogeneous task. Currently, women face new consequential challenges of a globalized world and the notion of market education that characterizes institutions nowadays. One of the great challenges is related to the under-representation of women in senior research positions (Aiston and Fo, 2020). In this context, new standards have been established to measure the productivity, quality, and effectiveness of teachers, specifically scientific productivity has been internalized as an indicator of professional progress, the type of publication, its impact, and the citation rates today. They have special relevance, where many times achieving high scientific productivity is very complex for academics who do not access the teaching staff early (Webber and Rogers, 2018). Furthermore, it is very difficult for academic women to maintain high levels of productivity constantly both at work and home (Lipton, 2020). In this sense, the principles that encourage academic productivity increase competition among teachers and reinforce gender inequalitiestogether with a valuation of male professional life (Martínez, 2017). Indeed, the participation of women in sending articles is much lower than their male counterparts (Lerback and Hanson, 2017). Therefore, the present study aims to visualize the participation of Chilean academics in current productivity indices, based on the description of secondary data obtained from the DataCiencia and Scival platforms. The sample consists of 427 people, of which 17.3% were women, with an average of 10 publications for the year 2019. To achieve the objectives, the following strategy was developed: 1) describe and interpret the secondary data obtained during the year 2019 on each of the platforms. 2) Compare the data obtained to national averages and type of institution and gender. Based on the analyzes, the implications of female participation in the number of women observed at the national level and their position in international indicators and new lines of research are discussed.
8
Marinela, Istrate, Bănică Alexandru, and Athes Haralambie. "Preventing university dropout: the relation between the student vulnerability features and academic performance in the first year." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11139.
Full textAbstract:
Educational services that universities offer to bachelor students are nowadays under the siege of numerous challenges, ranging from financial and institutional issues to fast changing labour market demands. Universities are confronting fast changes and uncertainties, being asked for adaptation, flexibility and higher ability to (re)act and find the best solutions. Within this broad context, university dropout is one particular new challenge that is often overlooked by decision makers and even by the teaching staff. Our study focuses on problems faced by the first year bachelor students of the Faculty of Geography and Geology at the oldest university in Romania, “Alexandru Ioan Cuza” University of Iasi, students who have benefitted from support from a program financed by BIRD and World Bank, named Romania Secondary Education Project (ROSE). In order to identify and analyse their academic pathway in the first year of study, we tried to correlate a number of qualitative and quantitative using the analysis of variance (ANOVA). The analysis of the results indicates that the prevention of school drop-out should be approached as a continuous process starting from the early years of education. The adaptability to student life depends on the treatment of these inherited and overlooked disadvantages.
9
Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.
Full textAbstract:
This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.
10
Dartnall, W. John. "A General Approach for Introducing Materials Handling Topics in a Mechanical Engineering Degree Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82004.
Full textAbstract:
This paper outlines the development of the teaching materials for an introductory lecture/chapter in a single semester final-year materials handling course for undergraduate and postgraduate mechanical engineers. The study of materials handling equipment and processes primarily involves the application of mechanical engineering design principles emanating from the mechanics of machine elements, structures, thermo-fluids and particle mechanics. The detail topics of our course are from two main areas: • Bulk materials handling by screw, bucket and belt conveyors as well as pneumatic and hydraulic conveyors. • Unit (discrete) materials handling of artifacts and manufactured (packaged) products. For undergraduate and early postgraduate students, we utilize this course to provide an opportunity for students to amalgamate and integrate their engineering knowledge and experiences, and solve complex, real world problems of the materials handling industries. Although the students are mostly fresh from their engineering sciences and hence have skills at applying basic principles, many have little or no practical experience in the materials handling industries. For this reason we start by discussing the significance of the industry and expose them to that fact that these industries have historically expanded from simple (manual) handling to large scale mechanical handling of goods and bulk solids. The particle mechanics aspect of the bulk handling component of the course is relatively unfamiliar to the students. For this reason, after giving our brief history and socio-economic perspective of the materials handling industry, we emphasize general principles related to the handling of particulate solids. We differentiate between design approaches where designers work from basic mechanics and the common empirical design procedures often outlined by manufacturers.
Reports on the topic "World history – Study and teaching (Secondary)"
1
Oltarzhevskyi, Dmytro. HISTORICAL FEATURES OF CORPORATE MEDIA FORMATION IN UKRAINE AND IN THE WORLD. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11067.
Full textAbstract:
The article examines the world and Ukrainian history of corporate periodicals. The main purpose of this study is to reproduce an objective global picture of the emergence and formation of corporate periodicals, taking into account the business and socio-economic context. Accordingly, its tasks are to compare the conditions and features of corporate media genesis in different countries, to determine the main factors of their development, as well as to clarify the transformations of the terminological apparatus. The research is based on mostly foreign secondary scientific works published from 1915 to the present time. The literature was studied using methods such as overview, historical, functional and thematic analysis, description, and generalization. A systematic approach was used to determine the role and place of each element in the system, as well as to comprehensively consider the object in the general historical context and within the current scientific discourse. The method of systematization made it possible to establish internal and external connections, patterns and contradictions in the development of the object of study. The main historical milestones on this path are identified, examples of the first successful corporate publications and their contribution to business development, public relations, and corporate communications are considered. It was found that corporate media emerged in the mid-nineteenth century spontaneously, on the wave of practical business needs in response to industrialization, company increase, staff growth, and consumer market development. Their appearance preceded the formation of the public relations industry and changed the structure of the information space. The scientific significance of this research is that the historical look at the evolution of corporate media provides an understanding of their place, influence, capabilities, and growing communicative role in the digital age.