Thesis (M.A.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 196-201).

This thesis aims to elucidate perceptions and practices in relation to learning disabilities in different contexts over a period of a hundred years, between 1780 and 1880. Previous studies have concentrated on institutional and professional contexts, on informed medical opinion for example, or on focused studies of local practices. Here a wider range of opinion and practice is sought. The Introduction includes a discussion of nomenclature, and explains why 'intellectual impairment' is used rather than the familiar term 'learning disability'. Part I of the thesis explores perceptions of, and responses to, intellectual impairment held by different people in various contexts, while Part II employs biographical methods to examine the life histories of a number of intellectually impaired people in their familial setting. Part I starts with the views of professionals - educationists,doctors (who were at the forefront of the well documented emergence of idiot education in the 1840s) and also charity workers. Concentrating on previously neglected issues, the thesis shows that educational theory and practice offered nothing to families with an intellectually impaired child, and medical dominance had negligible competition. In a chapter on the efforts of charity workers as well as doctors to promote and raise money for the new idiot asylums, the focus is on the notion of idiocy that they put forward. Here ideas from the past mingled with new ideas. The question of the nature and origin of the image, or images, of the idiot is continued in two chapters that explore the varied and changing portrayals of intellectual impairment in imaginative literature. Part II uses family papers in a novel way to investigate the lives of individuals who had an intellectual impairment, and the responses of their families. These families, well known because of at least one eminent member, and well documented, are at the least, comfortably off. But within these parameters there is variation. Augustus, son of William and Caroline Lamb, is from the aristocracy, while Laura, daughter of Leslie Stephen of DNB fame, is from the middle class intelligentsia. This makes the similarity of responses to an intellectually impaired child the more interesting. For the most part, a child's difficulty was conceptualised as an educational, health or social problem, and not in terms of idiocy or a related all inclusive notion. The final chapter of Part II, that explores experiences of the modestly off or the poor, uses, in the absence of family papers, other sources of information. The inclusion of both the familial and private, and the public, contexts enables this thesis to reveal a wider range of perceptions and practices in relation to intellectual impairment during the period than have previous studies.

Presented diploma thesis is based on the study of scientific literature concerning the topic of the work and on the source documents preserved in the State Regional Archives in Tábor. The objective of the work is to define the establishment and the functioning of the Teacher´s Institute in Soběslav, which was the oldest South-Bohemian school of its type providing education to the public interested in teaching at elementary schools in the Czech language. Pegagogium founded in 1871 in Tábor and moved into the picturesque town of Soběslav a year later provided, during seventy-seven years of its functioning, a quality education and the possibility to take the final school-leaving exam to more than four thousand of future teachers of elementary and council schools. Following pages deal with the characteristics of these people and also with the destinies of the most significant teachers, their educators and the school which provided them with the necessary knowledge. The work also presents information concerning the everyday life of the school, extracurricular activities and the relation of the school towards the host town during the changes in the Czech countries at the end of the 19th and the beginning of the 20th centuries. The work aims not only to describe the history of the Teacher´s Institute but also to enrich the knowledge of the position of the South Bohemian schools in the whole-republic educational network and to specify the changes of the teacher´s education from the period of Maria Theresa?s reforms to the first half of the 20th century.

A growing number of master’s programmes have become more professional, but less academic and research-orientated, to meet labour market needs. For example, new professional master’s programmes were introduced in China 2009. They have grown rapidly and now account for almost half the number of full-time master’s entrants. However, why are professional master’s programmes expected to meet labour market needs better? In the related literature, the connection between higher education and the labour market has usually been explained by human capital, and economic evidence has supported this connection. However, few studies have considered why human capital can explain the relationship between higher education and the labour market. This research looks at this why question from the perspective of knowledge. Based on existing theories, this research hypothesises that knowledge can link higher education to human capital. It establishes a conceptual framework which links knowledge, higher education, the labour market, and human capital. Based on the why question and framework, there are three specific sub-issues: what knowledge did students learn, how students learned it, and the role of knowledge in the labour market. This thesis uses a case study to address these issues. It examines China’s new professional master’s programmes against the background of economic restructuring in China. During the fieldwork at a university in China, twenty-six semi-structured interviews with students and academic staff were conducted. Government policy documents, ten course programmes, and 380 job advertisements were collected. The findings are set out briefly below. First, students learned six categories of knowledge in the professional master’s programmes. The six categories of knowledge were analysed as type I (propositional or conceptual codified knowledge), type II (process or procedural tacit knowledge), and type III (personal or dispositional tacit knowledge). Secondly, students learned the six categories of knowledge through four types of professional practicum, and they learned different categories of knowledge through different types of practicum. Thirdly, the role of knowledge in industry and the labour market in China was interpreted from different perspectives: government policy, course design, labour market needs, academic staff and students. The findings of knowledge types and their roles explained what constitute the human capital of R&D engineering professionals, and identified two kinds of human capital: research human capital and engineering application human capital. The findings develop the definition and classification of human capital. The findings concerning the practicum explained that different types of programmes can transmit different kinds of knowledge, thus making a contribution to understanding human capital formation. The overall findings illustrate that knowledge is the reason why human capital can explain the relationship between higher education and the labour market, and why professional master’s programmes can better meet labour market needs. The knowledge learned in professional master’s programmes consists of types I, II and III knowledge. Type I knowledge can form research human capital, and can be learned in academic master’s programmes. Types II and III knowledge can form engineering application human capital. They are practical and tacit, and need to be accumulated through practice. In China’s economic restructuring, the engineering industry labour market wants the engineering application human capital, i.e. types II and III knowledge. The new professional master’s programmes, designed with a professional practicum, were introduced to meet this need. Through multiple industry-based practices, students learned types II and III knowledge and can thus possess the engineering application human capital. Therefore, they can meet labour market needs better than students from research master’s programmes, which have no practicum.

This work contributes to the history of the administration of the elementary education presented on the example of the Třeboň region in the period between 1774 and 1869. The study is focused on the development, organization, information exchange and operation of institutions of the school administration and competencies of its particular office workers. The introductory part presents the basic literature related to the topic and evaluates the level of research, as well as the complexity of the source basis. The first fundamental chapter introduces reformatory efforts of Maria Theresa and Joseph II in the field of education including a series of other legal amendments and liberal school laws from the years 1868 and 1869 which enabled a system of general schools to be established. As a part of this chapter the agenda of particular office workers of the school administration, their competencies, tasks and mutual relations are described. The attention is also brought to the school visitations. The second chapter describes the extension of the Třeboň school region and its particular parochial schools. The image of the lower education in the observed period is depicted by three chapters devoted to teachers, pupils and schools in the Třeboň region These chapters are devoted to required education of the teachers and detailed analysis of their salaries based on the school financial statements, introduce some significant personalities among local teachers but also social background of the pupils, taught subjects, questions of the patronage, language aspect, length of a school year and so on. The total summary is given in the conclusion.

Doctor of Philosophy / Curriculum and Instruction Programs / Kay A. Taylor / Angola began as a Portuguese colony in 1655. All of its social structures and associated sectors, including education, were influenced drastically by this initial Portuguese colonization. This research concerns Angolan education from the years 1930-1980. Two distinct periods are addressed: the colonial period from 1930 to 1975 and the post-colonial period from 1975 to 1980. In both periods, education was provided by the state and by different religious denominations. However, the main argument for this research is that a general comprehensive history of education in Angola has not yet been written, in part due to the character of its colonization and decades of social instability related to its War of Independence, 1961-1975, and the Civil War, 1975-2002. In Angola under the Salazar and Caetano regime, provision for education was made according to the Colonial Act of 1930, the new state, and the rule of the Roman Catholic and Protestant missions. Despite the concourse of these institutions staging events that influenced education and the whole culture, few Angolans were allowed to attend school and participate as citizens in society. The post-colonial period from 1975 to 1980 is characterized by the foundation of a socialist educational system. Most of the existing documents concerning Angolan education were written by the colonizers or by those who regard history from a colonial perspective. Therefore the history of education in Angola, as the convergence of colonialism, religion, and decree, needs to be rewritten.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este estudo tem como objeto o Sistema Telensino no Estado do CearÃ, no perÃodo compreendido entre 1973 a 1979. Ou seja, desde o ano de sua implantaÃÃo atà o final da dÃcada de 1970. O primeiro pressuposto justificador dessa pesquisa foi o interesse pessoal. Outro pressuposto importante foi a viabilidade da pesquisa, pois a relevÃncia do tema possibilitava a existÃncia fontes para a realizaÃÃo da pesquisa. Podemos elencar como outra justificaÃÃo a importÃncia social e educacional desse trabalho, pois contribuirà para preservaÃÃo da histÃria e da memÃria da educaÃÃo cearense no perÃodo citado. Este estudo teve como objetivos construir uma narrativa histÃrica do Sistema Telensino no Estado do CearÃ, colaborando para a preservaÃÃo da memÃria da educaÃÃo; destacar os caminhos pedagÃgicos e os embates polÃticos na implantaÃÃo de tal Sistema, na dÃcada de 1970; identificar o cenÃrio polÃtico, econÃmico, social e educacional do Estado do CearÃ, na dÃcada de 1970, para refletir a implantaÃÃo do Telensino; destacar as caracterÃsticas pedagÃgicas do sistema Telensino à luz dos sujeitos sociais imbricados no processo. A pesquisa foi de natureza historiogrÃfica e contemplou, tambÃm, relatos orais. Utilizamos, alÃm de fontes documentais, as falas dos sujeitos sociais imbricados no processo pedagÃgico de implantaÃÃo do Telensino no CearÃ, na referida dÃcada. Esta dissertaÃÃo està dividida em trÃs capÃtulos: 1) O Cearà na dÃcada de 1970: contexto socioeconÃmico, polÃtico e educacional; 2) O Telensino como caminho para a educaÃÃo no CearÃ; e 3) O Telensino à luz dos sujeitos que viveram a experiÃncia. Os sujeitos foram escolhidos em razÃo de seus envolvimentos com a temÃtica e o perÃodo da pesquisa. Para tanto, usamos as tÃcnicas de entrevistas semiestruturada. A pesquisa foi desenvolvida em quatro partes, divididas da seguinte maneira: DiÃlogo HistoriogrÃfico, Pesquisa de Campo, transcriÃÃo das entrevistas e escrita da dissertaÃÃo. Diante da anÃlise dos documentos e entrevistas, pode ser notado que o Telensino alcanÃou um pÃblico muito maior do se propÃs inicialmente que era levar educaÃÃo aos municÃpios cearenses mais distantes e localidades de difÃcil acesso, para suprir a carÃncia de professores habilitados, pois nÃo sà levou o ensino de Primeiro Grau a essas localidades, como tambÃm auxiliou na expansÃo da graduaÃÃo, a partir do momento que as disciplinas do Ciclo BÃsico fossem ministradas pela televisÃo. Destacamos, tambÃm, que o nÃmero de sujeitos atendidos pelo sistema cresceu durante todo o perÃodo pesquisado. / This study has as its object the Telensino System in the State of CearÃ, in the period between 1973 to 1979. In other words, since the year of its implementation by the end of the 1970s. The first assumption of this research was the personal interest. Another important assumption was the viability of the research, because the relevance of the subject enabled the existence of sources for the research. We can list as another justification for the social and educational importance of this study, so it will contribute to preserving the history and memory of Cearà education, in the 1970s. This study aimed to construct a historical narrative of Telensino System in the State of CearÃ, collaborating to preserving the memory of education; to contrast the educational ways and political clashes in deploying such a system, in the 1970s; to identify the political, economic, social and educational scenery of the state of CearÃ, in the 1970s, to reflect the implementation of Telensino; to contrast the pedagogical features Telensino system in the light of social subjects intertwined in the process. The research was historiographical nature and also included oral reports. We used in addition to documentary sources, the speeches of interwoven social subjects in the educational process of implementation of Telensino in CearÃ, in the 1970s. This dissertation is divided into three chapters: 1) Cearà in the 1970s: socio-economic, political and educational context ; 2) The Telensino as a way to education in CearÃ; and 3) The Telensino the light of the subjects who lived the experience. The subjects were chosen because of their involvement with the topic and the research period. For this reason, we used the techniques of semi-structured interviews. The research was conducted in four parts, divided as follows: Historiographical Dialogue, Search Field, transcription of the interviews and the writing of the dissertation. Based on the analysis of documents and interviews, can be noticed that the Telensino reached a much larger audience than it was initially proposed that it was to take education to the farthest municipalities of Cearà and places of difficult access, to supply the lack of qualified teachers, because they not only took teaching of First Grade at these locations, as well as they assisted in the expansion of undergraduate, from the moment on that the disciplines of Basic Course were taught by television. We emphasize, also that the number of individuals served by the system grew throughout the period surveyed.

Though the castrato has been absent from the operatic stage since the nineteenth century, this voice is often described as the mysterious link in understanding the vocal techniques attributed to bel canto. The mystery lies in the fact that the voice of the operatic castrato cannot be heard by modern ears; and yet its legacy can be seen in the vocal tuition of several successful opera singers at the turn of the nineteenth century. What is unusual about this period is that some of the most successful singers of the day, including Nancy Storace, John Braham and Elizabeth Billington were British and shared the same vocal teacher. The castrato Venanzio Rauzzini (1746-1810) began his career as a primo uomo on the continent and while he established himself in various areas of musical activity, his main contribution and legacy was as a vocal teacher. During his residency in Britain from 1774 until his death, he trained several leading British professional singers who were the stars of opera in London and on the continent. They each demonstrated a use of techniques associated with the castrato vocal aesthetic and popularised a new vocal style, which can be traced to Rauzzini. Through this thesis, I will draw attention to the importance of Rauzzini’s impact on vocal teaching practice in Britain and his wider influence on the development of vocal style. I will demonstrate that Rauzzini should be considered part of the vocal teaching canon to which Pier Francesco Tosi (c.1653-1732), Nicola Porpora (1686-1768) and Manual García II (1805-1906), three other foreign vocal teachers, who were resident in Britain, already belong. By examining exactly what the expected vocal aesthetics were for all singers, castrato, non-castrated male and female during the period in which Rauzzini was active, I will demystify the castrato technique and provide a more tangible understanding of what this encompassed, demonstrating that many of these techniques were learned, performed and popularised by other voice types such as the female soprano and the male tenor.

This thesis argues that Cassius Dio used his speeches of his Late Republican and Augustan narratives as a means of historical explanation. I suggest that the interpretative framework which the historian applied to the causes and success of constitutional change can be most clearly identified in the speeches. The discussion is divided into eight chapters over two sections. Chapter 1 (Introduction) sets out the historical, paideutic, and compositional issues which have traditionally served as a basis for rejecting the explanatory and interpretative value of the speeches in Dio’s work and for criticising his Roman History more generally. Section 1 consists of three methodological chapters which respond to these issues. In Chapter 2 (Speeches and Sources) I argue that Dio’s prosopopoeiai approximate more closely with the political oratory of that period than has traditionally been recognised. Chapter 3 (Dio and the Sophistic) argues that Cassius Dio viewed the artifice of rhetoric as a particular danger in his own time. I demonstrate that this preoccupation informed, credibly, his presentation of political oratory in the Late Republic and of its destructive consequences. Chapter 4 (Dio and the Progymnasmata) argues that although the texts of the progymnasmata in which Dio will have been educated clearly encouraged invention with a strongly moralising focus, it is precisely his reliance on these aspects of rhetorical education which would have rendered his interpretations persuasive to a contemporary audience. Section 2 is formed of three case-studies. In Chapter 5 (The Defence of the Republic) I explore how Dio placed speeches-in-character at three Republican constitutional crises to set out an imagined case for the preservation of that system. This case, I argue, is deliberately unconvincing: the historian uses these to elaborate the problems of the distribution of power and the noxious influence of φθόνος and φιλοτιμία. Chapter 6 (The Enemies of the Republic) examines the explanatory role of Dio’s speeches from the opposite perspective. It investigates Dio’s placement of dishonest speech into the mouths of military figures to make his own distinctive argument about the role of imperialism in the fragmentation of the res publica. Chapter 7 (Speech after the Settlement) argues that Cassius Dio used his three speeches of the Augustan age to demonstrate how a distinctive combination of Augustan virtues directly counteracted the negative aspects of Republican political and rhetorical culture which the previous two case-studies had explored. Indeed, in Dio’s account of Augustus the failures of the res publica are reinvented as positive forces which work in concert with Augustan ἀρετή to secure beneficial constitutional change.

Il est ici question de la place du corps en tant qu’objet d’éducation, mais aussi en tant que moyen d’éducation dans le mouvement libertaire au tournant des XIXe et XXe siècles. Après avoir examiné les projets contemporains de la fondation de l’Association Internationale des Travailleurs, le cadrage du sujet et la compréhension des questions qu’il soulève nécessitent de reculer dans le temps pour saisir comment et quand cet intérêt renouvelé pour l’éducation du corps est apparu en France. Il nous apparait alors nécessaire de traiter de l’apport du fouriérisme et de la détermination positiviste du regard que les libertaires ont porté sur le corps. Aussi, dans un deuxième temps, nous nous attachons à présenter certaines de ces écoles ou milieux scolaires, notamment l’Orphelinat Prévost de Cempuis sous la direction de Paul Robin, entre 1880 et 1894. Nous mettons en évidence le rôle central de cette institution qui a eu valeur de modèle pour nombre de réalisations ultérieures, notamment l’École libertaire, l’Orphelinat Dugardin, la Escuela Moderna, la Ferrer Colony de Stelton, l’École Ferrer de Lausanne, La Ruche et l’Avenir social. Enfin, nous consacrons un troisième temps plus réflexif à l’examen du lien unissant le corps à la politique, et aux enjeux pédagogiques qui en découlent, mettant en évidence que toute politique du corps fait du corps un objet politique. Nous examinons de quelle manière se sont déployés les vecteurs de propagande libertaire liés à l’éducation du corps et par le corps que sont le néomalthusianisme, la liberté de mouvement, le naturisme, etc. Enfin, une analyse prenant en compte la biopolitique foucaldienne montre toute l’actualité de ces combats. / We’ll study how the body can be promoted in the libertarian education both as an object and also as a means at the turn of the 19Th and 20Th centuries. After focusing on educational projects at the time of the International Workingmen's Association (IWA), we realized that it might be necessary to go back to the early 19th century to understand how and when this renewed interest for body education emerged again, mostly in France. In this regard, from our perspective, both Charles Fourier’s theory and positivism appear to be determining in the anarchist approach. Consequently, we’ll then present a number of relevant schools such as the Prevost Orphanage in Cempuis headed by Paul Robin between 1880 and 1894. We’ll then show the utmost importance of this educational institution, which inspired numbers of schools including The “École libertaire” project, the Dugardin Orphanage in Brussels, The Escuela Moderna in Barcelona, the Ferrer Colony of Stelton, the Ferrer School in Lausanne, “La Ruche” and the “Avenir social” in France. At last, we’ll examine the link between body and politics in pedagogy and the fact that this interest in the body shows that a politicized body is at stake. We then present anarchist propaganda’s media such as naturism, renewal of Malthusianism and freedom of movement in school. Finally it appears quite necessary to relocate these somewhat forgotten theoretical quarrels through Foucault’s theory of biopolitics, a most appropriate and ultimate tool to better understand these still contemporary issues.