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Author: Janos Gertler
Publisher: Elsevier
ISBN: 0080555373
Category : Technology & Engineering
Languages : en
Pages : 321
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Book Description
Approx.321 pages
Author: Janos Gertler
Publisher: Elsevier
ISBN: 0080555373
Category : Technology & Engineering
Languages : en
Pages : 321
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Book Description
Approx.321 pages
Author: James Rodger Fleming
Publisher: Columbia University Press
ISBN: 0231144121
Category : Science
Languages : en
Pages : 346
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Book Description
Weaving together stories from elite science, cutting-edge technology, and popular culture, Fleming examines issues of health and navigation in the 1830s, drought in the 1890s, aircraft safety in the 1930s, and world conflict since the 1940s.
Author: James F. Barnett, Jr.
Publisher:
ISBN: 9781496852113
Category :
Languages : en
Pages : 0
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Book Description
A detailed chronicle of how the wild Mississippi will eventually deliver a cataclysm
Author: Jason Nicholls
Publisher: Symposium Books Ltd
ISBN: 1873927509
Category : Education
Languages : en
Pages : 130
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Book Description
What do school history textbooks mean in the contemporary world? What issues and debates surround their history and production, their distribution and use across cultures? This volume brings together articles by authors from the United States, Italy, Japan, Germany, France, Russia and England, each piece drawing attention to a series of fascinating yet highly specific national debates. In this collection, perspectives on the place and purpose of school history textbooks are shown to differ across space and time. For the student or scholar of comparative education this compilation raises important methodological questions concerning the grounds and parameters upon which it is possible to make comparisons.
Author: Karel Van Nieuwenhuyse
Publisher: IAP
ISBN: 1641131942
Category : History
Languages : en
Pages : 297
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Book Description
This book examines the evolving representations of the colonial past from the mid-19th century up to decolonization in the 1960s and 70s ? the so-called era of Modern Imperialism – in post-war history textbooks from across the world. The aim of the book is to examine the evolving outlook of colonial representations in history education and the underpinning explanations for the specific outlook in different – former colonizer and colonized – countries (to be found in collective memory, popular historical culture, social representations, identity-building processes, and the state of historical knowledge within academia). The approach of the book is novel and innovative in different ways. First of all, given the complexity of the research, an original interdisciplinary approach has been implemented, which brings together historians, history educators and social psychologists to examine representations of colonialism in history education in different countries around the world while drawing on different theoretical frameworks. Secondly, given the interest in the interplay between collective memory, popular historical culture, social representations, and the state of historical knowledge within academia, a diachronic approach is implemented, examining the evolving representations of the colonial past, and connecting them to developments within society at large and academia. This will allow for a deeper understanding of the processes under examination. Thirdly, studies from various corners of the world are included in the book. More specifically, the project includes research from three categories of countries: former colonizer countries – including England, Spain, Italy, France, Portugal and Belgium –, countries having been both colonized and colonizer – Chile – and former colonized countries, including Zimbabwe, Malta and Mozambique. This selection allows pairing up the countries under review as former colonizing-colonized ones (for instance Portugal-Mozambique, United Kingdom-Malta), allowing for an in-depth comparison between the countries involved. Before reaching the research core, three introductory chapters outline three general issues. The book starts with addressing the different approaches and epistemological underpinnings history and social psychology as academic disciplines hold. In a second chapter, evolutions within international academic colonial historiography are analyzed, with a special focus on the recent development of New Imperial History. A third chapter analyses history textbooks as cultural tools and political means of transmitting historical knowledge and representations across generations. The next ten chapters form the core of the book, in which evolving representations of colonial history (from mid-19th century until decolonization in the 1960s and 1970s) are examined, explained and reflected upon, for the above mentioned countries. This is done through a history textbook analysis in a diachronic perspective. For some countries the analysis dates back to textbooks published after the Second World War; for other countries the focus will be more limited in time. The research presented is done by historians and history educators, as well as by social psychologists. In a concluding chapter, an overall overview is presented, in which similarities and differences throughout the case studies are identified, interpreted and reflected upon.
Author: Christopher Barnard
Publisher: Routledge
ISBN: 1134429274
Category : Political Science
Languages : en
Pages : 201
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Book Description
The Japanese history textbook debate is one that keeps making the news, particularly with reference to claims that Japan has never 'apologised properly' for its actions between 1931 and 1945, and that it is one of the few liberal, democratic countries in which textbooks are controlled and authorised by the central government. There are frequent protests, both from within Japan and from overseas, that a biased, nationalistic history is taught in Japanese schools. This is the first time that all the authorised textbooks currently in use have been analysed using a critical discourse that is anchored firmly in the theory of 'language within society', elucidating the meanings and associated ideologies created by the language of the textbooks.
Author: Bessie Louise Pierce
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
Author: H. K. Chopra
Publisher: JAYPEE BROTHERS MEDICAL PUBLISHERS PVT. LTD.
ISBN: 9350908034
Category : Medical
Languages : en
Pages : 805
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Book Description
Performedin the cardiac catheterization laboratory is also included in this section. The next section deals with all aspects of cardiac surgery. Surgery for ischemic heart disease, valve surgery, aortic surgery, robotically assisted cardiac surgery, surgery for congenital heart disease and cardiac transplantation are covered by well-known experts. The last section points to expected refinements and future developments in cardiology, such as stem cell therapy, newer thrombolytics, new frontiers in balloon valvotomy and cardiac transplantation and artificial hearts. This book includes more than 300 full coloured images and illustration. It can be used as a reference book in every library, hospitals, medical colleges and research institutions.
Author: Rosemary Rees
Publisher: Galore Park
ISBN: 1398332518
Category : History
Languages : en
Pages : 143
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Book Description
This resource contains full answers to all questions in Common Entrance 13+ History for ISEB CE and KS3 (ISBN: 9781398317802). · Gathers all the questions from the History textbook together in one place for easy comparison between questions and answers. · Mirrors the structure of the textbook so you can quickly find what you are looking for. · Supports your teaching with guidance on the assessment requirements and mark schemes. Please note this resource is non-refundable.
Author: Julian Dierkes
Publisher: Routledge
ISBN: 1135193630
Category : Political Science
Languages : en
Pages : 338
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Book Description
How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.
