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In recent years interest in schools outreach and academic
enrichment has increased dramatically, reflecting a greater social
conscience and awareness of the impact that universities can have
on the wider community. The transferable skills that academics
bring to schools need to be honed for this new learning
environment, as delivery methods and success benchmarks are
radically different in a schools context. This collection addresses
the numerous issues raised when arts and humanities academics
become involved with schools, bringing together practitioners from
a broad range of fields within the arts and humanities to share
experiences and insights.
This tale starts in 1830 on the West Coast of Africa during the
latter days of the slave trade when "palm oil ruffians" began
trading in the swamps of the Niger delta, bartering their coloured
beads and cases of gin for the golden oil and ivory which, if they
did not die first from black water fever, malaria or dysentery,
would make them rich.
This book is about their struggles in the area now known as Nigeria
that led to the formation of the Royal Niger Company Chartered and
Limited with its private army in 1886, the takeover of the Company
by Lever Brothers Ltd in 1920 and its amalgamation in 1929 with its
rival, the African and Eastern Trade Co-operation to form the
United Africa Company, which then became the largest trading
organization of its type in West Africa, if not in the world.
Obviously, the old trading methods of Nigeria had to give way
eventually, not only to more modern techniques, but also to the
pressures of national independence, and so the book is finished by
recording the affairs of the latter day agents and managers as they
diversified the Company's activities and restructured its
establishment until by 1971, when the book ends, it had been able
to sell off its large river fleet, which had been for so long the
backbone of its enterprise in Nigeria, but was now redundant, and
yet still remain the leading commercial conglomerate in both
Nigeria and West Africa.
This book examines the activities of William Blundell, a
seventeenth-century Catholic gentleman, and using the approaches of
the history of reading provides a detailed analysis of his mindset.
Blundell was neither the passive victim nor the entirely loyal
subject that he and others have claimed. He actively defended his
family from the penal laws and used the relative freedom that this
gave him to patronise other Catholics. Not only did he rewrite the
histories of recent civil conflicts to show that Protestants were
prone to rebellion and Catholics to loyalty, but we also find a
different perspective on his religious beliefs. Blundell's
commonplaces suggest an underlying tension with aspects of
Catholicism, a tension manifest throughout his notes on his
practical engagement with the world, in which it is clear that he
was wrestling with the various aspects of his identity. This is an
important study that will be of interest to all who work on the
early modern period. -- .
This book examines the activities of William Blundell, a
seventeenth-century Catholic gentleman, and using the approaches of
the history of reading, provides a detailed analysis of his
mindset. Blundell was neither the passive victim nor the entirely
loyal subject that he and others have claimed. He actively defended
his family from the penal laws and used the relative freedom that
this gave him to patronise other Catholics. Not only did he rewrite
the histories of recent civil conflicts to show that Protestants
were prone to rebellion and Catholics to loyalty, but we also find
a different perspective on his religious beliefs. Blundell's
commonplaces suggest an underlying tension with aspects of
Catholicism, a tension manifest throughout his notes on his
practical engagement with the world, in which it is clear that he
was wrestling with the various aspects of his identity. This is an
important study that will be of interest to all who work on the
early modern period. -- .
In recent years interest in schools outreach and academic
enrichment has increased dramatically, reflecting a greater social
conscience and awareness of the impact that universities can have
on the wider community. The transferable skills that academics
bring to schools need to be honed for this new learning
environment, as delivery methods and success benchmarks are
radically different in a schools context. This collection addresses
the numerous issues raised when arts and humanities academics
become involved with schools, bringing together practitioners from
a broad range of fields within the arts and humanities to share
experiences and insights.
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