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Books > Humanities > History > History of specific subjects > General
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Kingston
(Hardcover)
James J Enright, Kalena J Kelly-Rossop, Emma L Williams
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R719
Discovery Miles 7 190
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Ships in 12 - 19 working days
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Wits University celebrates 100 years of academic and research excellence, innovation, and social justice in 2022. The origins of Wits lie in the South African School of Mines, which was established in Kimberley in 1896 and transferred to Johannesburg as the Transvaal Technical Institute in 1904, becoming the Transvaal University College in 1906 and renamed the South African School of Mines and Technology four years later. Full university status was granted in 1922, incorporating the College as the University of the Witwatersrand. Professor Jan H. Hofmeyr was its first Principal.
The University of the Witwatersrand occupies a special place in the hearts and
minds of South Africans. Its history is inextricably linked with the development of
Johannesburg, with mining and economic development, and with political and social
activism across the country.
Wits University at 100: From Excavation to Innovation captures important moments of
Wits’ story in celebration of the university’s centenary in 2022. It explores Wits’ origins,
the space and place that it occupies in society, and its transformation as it prepares
the ground for the next century. From its humble beginnings as a mining college in
Johannesburg to its current position as a flourishing and inclusive university, Wits
University at 100 is a story of innovation driven from the global South.
In text and image, Wits is presented as a dynamic institution that thrives because
of its people, many of whom, in one way or another, have shifted the world. The
experiences, achievements and insights of past and present ‘Witsies’ come alive in this
glossy, full-colour book that maps the university’s vision for the future.
"Como resultado positivo de esos primeros ocho anos de trujillismo,
es de justicia consignar que el estado dominicano, por primera vez
desde su fundacion, en 1844, logro trazar una frontera confiable
con Haiti. El trazado de esa frontera fue violento, pero mucho
menos violento que lo que lo pintan los enemigos de los dominicanos
en nuestro pais y en el extranjero. El concepto de Estado implica,
necesariamente, la capacidad de administrar la violencia para
preservar o promover la soberania. Y eso fue sencillamente lo que
acontecio en la frontera entre los estados haitiano y dominicano en
1937. Un pueblo aplastado por un tirano egolatra se beneficio del
instinto nacionalista de esa bestia politica. Ni mas, ni menos."
pag. 50
This book describes southern womanhood and liberal northern
education.From the end of Reconstruction and into the New South
era, more than one thousand white southern women attended one of
the Seven Sister colleges: Vassar, Wellesley, Smith, Mount Holyoke,
Bryn Mawr, Radcliffe, and Barnard. Joan Marie Johnson looks at how
such educations - in the North, at some of the country's best
schools - influenced southern women to challenge their traditional
gender roles and become active in woman suffrage and other social
reforms of the Progressive Era South.Attending one of the Seven
Sister colleges, Johnson argues, could transform a southern woman
indoctrinated in notions of domesticity and dependence into someone
with newfound confidence and leadership skills. Many southern
students at northern schools imported the values they imbibed at
college, returning home to found schools of their own, women's
clubs, and woman suffrage associations. At the same time, during
college and after graduation, southern women maintained a
complicated relationship to home, nurturing their regional identity
and remaining loyal to the Confederacy.Johnson explores why
students sought a classical, liberal arts education, how they
prepared for entrance examinations, and how they felt as
southerners on northern campuses. She draws on personal writings,
information gleaned from college publications and records, and data
on the women's decisions about marriage, work, children, and other
life-altering concerns.In their time, the women studied in this
book would eventually make up a disproportionately high percentage
of the elite southern female leadership. This collective biography
highlights their important role in forging new roles for women,
especially in social reform, education, and suffrage.
For anyone interested in the history and effects of the
introduction of so-called "Modern Mathematics" (or "Mathematique
Moderne," or "New Mathematics," etc.) this book, by Dirk De Bock
and Geert Vanpaemel, is essential reading. The two authors are
experienced and highly qualified Belgian scholars and the book
looks carefully at events relating to school mathematics for the
period from the end of World War II to 2010. Initially the book
focuses on events which helped to define the modern mathematics
revolution in Belgium before and during the 1960s. The book does
much more than that, however, for it traces the influence of these
events on national and international debates during the early
phases of the reform. By providing readers with translations into
English of relevant sections of key Continental documents outlining
the major ideas of leading Continental scholars who contributed to
the "Mathematique Moderne" movement, this book makes available to a
wide readership, the theoretical, social, and political backdrops
of Continental new mathematics reforms. In particular, the book
focuses on the contributions made by Belgians such as Paul Libois,
Willy Servais, Frederique Lenger, and Georges Papy. The influence
of modern mathematics fell away rapidly in the 1970s, however, and
the authors trace the rise and fall, from that time into the 21st
century, of a number of other approaches to school mathematics-in
Belgium, in other Western European nations, and in North America.
In summary, this is an outstanding, landmark publication displaying
the fruits of deep scholarship and careful research based on
extensive analyses of primary sources.
A history of the Official Irish Republican movement, from the IRA's
1962 ceasefire to the Official IRA's permanent ceasefire in 1972.
The civil rights movement, outbreak of violence in August 1969,
links with the communist party, Official IRA's campaign, ceasefire,
and developments towards 'Sinn Fein the Workers' Party' are
explored. "This book is the first in-depth study of this crucial
period in the history of Irish republicanism. Using his
unprecedented access to the internal documents of the movement and
interviews with key participants Swan's work will transform our
understanding of this transformative period in the history of the
movement." Henry Patterson, Author of 'The Politics of Illusion: A
Political History of the IRA' and 'Ireland Since 1939'. "There is
much fascinating material . and also much good sense." Richard
English, Author of 'Armed Struggle, A History of the IRA' and
'Radicals and the Republic: Socialist Republicanism in the Irish
Free State'.
The American Educational History Journal is a peer?reviewed,
national research journal devoted to the examination of educational
topics using perspectives from a variety of disciplines. The
editors of AEHJ encourage communicationbetween scholars from
numerous disciplines, nationalities, institutions, and backgrounds.
Authors come from a variety of disciplines including political
science, curriculum, history, philosophy, teacher education, and
educational leadership. Acceptance for publication in AEHJ requires
that each author present a well?articulated argument that deals
substantively with questions of educational history.
This book asks what it means to live in a higher educational world
continuously tempered by catastrophe. Many of the resources for
response and resistance to catastrophe have long been identified by
thinkers ranging from Ralph Waldo Emerson and William James to H.
G. Wells and Emanuel Haldeman-Julius. Di Leo posits that hope and
resistance are possible if we are willing to resist a form of
pessimism that already appears to be drawing us into its arms.
Catastrophe and Higher Education argues that the future of the
humanities is tied to the fate of theory as a form of resistance to
neoliberalism in higher education. It also offers that the fate of
the academy may very well be in the hands of humanities scholars
who are tasked with either rejecting theory and philosophy in times
of catastrophe-or embracing it.
"Battle: A History of Combat and Culture" spans the globe and the
centuries to explore the way ideas shape the conduct of warfare.
Drawing its examples from Europe, the Middle East, South Asia, East
Asia, and America, John A. Lynn challenges the belief that
technology has been the dominant influence on combat from ancient
times to the present day. In battle, ideas can be more far more
important than bullets or bombs. Carl von Clausewitz proclaimed
that war is politics, but even more basically, war is culture. The
hard reality of armed conflict is formed by - and, in turn, forms -
a culture's values, assumptions, and expectations about fighting.
The author examines the relationship between the real and the
ideal, arguing that feedback between the two follows certain
discernable paths. Battle rejects the currently fashionable notion
of a "Western way of warfare" and replaces it with more nuanced
concepts of varied and evolving cultural patterns of combat. After
considering history, Lynn finally asks how the knowledge gained
might illuminate our understanding of the war on terrorism.
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