This thesis is an examination of Sunday School and the transition of the institution from a society-based program to a church-based program. Primary emphasis is given to Sunday School’s placement under church leadership and the change in purpose that impacted Sunday School’s functionality. Although there were many contributing factors for this transition, this thesis proposes that two—the rise in wide-spread mass education and the shift from paid to gratuitous teachers—are significant factors which contributed to the shift of Sunday School from society to the church. Religious education became one of the main purposes of Sunday School when it transitioned into the church.

論文(哲學碩士)--香港中文大學硏究院歷史學部,1994. / 參考文獻: leaves 1-14 (last group) / [馬木池]. / 圖表索引 / 前言 / Chapter 第一章 --- 清前期潮州地區書院的發展 / Chapter (一） --- 書院的廢毀時期--順治元年至康熙二〇年 / Chapter (二) --- 書院的恢復期--康、雍時期 / Chapter (三） --- 書院發展的高峰期--乾隆時期 / Chapter (四) --- 書院發展的沉寂期--嘉、道、咸時期 / Chapter 第二章 --- 清前期潮州地方社會與書院發展的關係 / Chapter (一） --- 清前期潮州地方社會問題 / Chapter (二） --- 清前期地方官治潮政策分析 / Chapter 第三章 --- 清前期地方官與書院 / Chapter (一） --- 地方官與書院的興修 / Chapter (二） --- 地方官與書院經費 / Chapter (三） --- 地方官與書院的運作 / Chapter 第四章 --- 清前期地方士紳與書院 / Chapter (一） --- 清初潮州地區推廣「官話」政策的成敗--以潮籍為主的書院院長 / Chapter (二） --- 書院院長與地方社會 / 總結 / 參考書目

The text deals with the process of reorganizing and cataloging the archival material emerging from State secondary grammar school in Falun, which appears to have been poorly managed for a number of years. The work was done with consideration to former ways of organizing the material, and a great deal of research was needed in order to establish the outer provenance of the archive.The theoretical discussion goes deeper into the questions of provenance and appraisal in regard to the work,and some choices, especially the decision to reorganize the archive, are motivated with reference to Swedishrules and regulations concerning state authorities' archival management and their duties towards Swedish citizens.

The study describes the founding and growth of professional nursing at Indiana Wesleyan University in Marion, Indiana, from the program's initial planning in 1972 to 1992. The review of literature traces the historical development of professional nursing education schools in the United States from early 1800 training schools to teaching advanced nursing technology in 1992. A chronological approach involving both primary and secondary sources will be used to identify educational and developmental changes in administration, facilities, faculty positions and qualifications, curriculum, policies related to students and graduates, accreditation by the state of Indiana and the National League for Nursing, and the impact of religious-based program on student graduates.The historical research study will show the development of professional nursing education at Indiana Wesleyan University in Marion, Indiana. The development of the baccalaureate degree curriculum was facilitated by its founders with a goal to enable the school to meet accreditation requirements.The findings indicated that professional nursing education at Marion College/Indiana Wesleyan University in Marion, Indiana, followed the average trend in the development of a baccalaureate of science degree in nursing in the United States. A strength was Marion College/Indiana Wesleyan University developed a nursing program that had a strong Christian, multicultural foundation. This theme was interwoven throughout the curriculum, the uniqueness of the program lay in its development when compared to other nursing programs in Indiana and across the nation.The nursing directors and faculty members contributed to the quality of the education that was offered to nursing students. The nursing program expanded in 1981, and a graduate program in community health nursing was offered. / School of Nursing

No description available.

林健發. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院歷史學部. / Ju shou gao ben ying yin. / Lin Jianfa. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan li shi xue bu. / Chapter 一 --- 緒言 / Chapter 二 --- 書院的起源與清初之發展 --- p.1 / Chapter (1) --- 書院的起源 / Chapter (2) --- 清初之發展 --- p.13 / Chapter 三 --- 雲南省書院的建置沿革 --- p.105 / Chapter 四 --- 規模與結構 --- p.163 / Chapter 甲 --- 書院之組織 --- p.166 / Chapter 乙 --- 山長之聘請、資格、待遇、職責與任期 --- p.184 / Chapter 丙 --- 生徒之資格、等級與待遇 --- p.218 / Chapter 丁 --- 教學內容與條規 --- p.250 / Chapter 戊 --- 經濟基礎 --- p.268 / Chapter 己 --- 建築 --- p.300 / Chapter 庚 --- 藏書 --- p.320 / Chapter 五 --- 書院的功能 --- p.406 / Chapter 六 --- 結論 --- p.524

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-08T12:20:52Z No. of bitstreams: 1 NÍVEA OLIVEIRA COUTO DE JESUS.pdf: 14412276 bytes, checksum: 2ae97a05ab47b6e66a8f53b558450166 (MD5) / Made available in DSpace on 2016-09-08T12:20:52Z (GMT). No. of bitstreams: 1 NÍVEA OLIVEIRA COUTO DE JESUS.pdf: 14412276 bytes, checksum: 2ae97a05ab47b6e66a8f53b558450166 (MD5) Previous issue date: 2016-06-15 / The research has the object of study the reconstruction of history and memory of the Rural Municipal Elementary School Mansa Water Coqueiros in Rio Verde - GO, the goal is to contribute to the expansion of studies of Goias and Brazilian historiography, and specifically the knowledge of history of school appearance, as that reality. They used methodological assumptions of Oral History, Cultural History and Memory. The stories told with interviews of former teachers, current teachers, former employees, former students and other employees who elucidates data of the school community to enable the development of a scientific paper on the history and school memory. For this reason, the research agenda on the following questions: How did the school's appearance, according to the narrative? What is the relevance of school to the field education in the city of Rio Verde? The chosen time frame 1997, the year he came to EMREF Water Coqueiros Mansa and also the applicability of LDB 9394/96, by the year 2015. The survey data find that the school has a fundamental role in the lives of children in the rural community located in the Mansa Water region. Its appearance has provided access, permanence and legitimacy of an education field that stands for quality, attested by successful results. / A pesquisa tem por objeto de estudo a reconstrução da história e memória da Escola Municipal Rural de Ensino Fundamental Água Mansa Coqueiros no município de Rio Verde – GO, o objetivo é contribuir para ampliação dos estudos da historiografia goiana e brasileira, e especificamente o conhecimento da história do surgimento da escola, conforme aquela realidade. Utilizaram-se pressupostos metodológicos da História Oral, História Cultural e Memória. As narrativas contaram com entrevistas de ex-professores, professores atuais, ex-funcionários, ex-aluno entre outros colaboradores, que elucida dados da comunidade escolar para possibilitar a elaboração de documento científico sobre a história e memória da escola. Por esta razão, a pesquisa pauta-se nas seguintes indagações: Como se deu o surgimento da escola, segundo as narrativas? Qual a relevância da escola para o ensino do campo no município de Rio Verde? O recorte temporal escolhido de 1997, ano em que surgiu a EMREF Água Mansa Coqueiros e também a aplicabilidade da LDB 9394/96, até o ano de 2015. Os dados da pesquisa constatam que a escola tem papel fundamental na vida das crianças da comunidade rural localizada na região da Água Mansa. Seu surgimento propiciou o acesso, permanência e a legitimação de uma educação do campo que prima pela qualidade, atestada pelos resultados de sucesso.

Esta dissertação buscou pesquisar o processo histórico educacional do Grupo Escolar Farroupilha, instituição localizada inicialmente no distrito de Nova Vicenza (Caxias), posterior município de Farroupilha/RS. O trabalho teve como recorte temporal o ano de 1927, momento em que são reunidas duas escolas isoladas estaduais que existiam no distrito para a formação do Grupo Escolar Rural de Nova Vicenza, posteriormente denominado de Grupo Escolar Farroupilha, até o ano de 1949, levando-se em consideração a gama de registros escolares encontrados no Arquivo do Colégio Estadual Farroupilha, antigo grupo escolar, acerca deste período. Para realizar esta narrativa os pressupostos teórico-metodológicos da História Cultural orientaram a análise, sobretudo com as contribuições dos historiadores Le Goff (1996), Ginzburg (2001, 2007), Chartier (1994, 2002, 2009), Burke (2008) e Pesavento (2008a, 2008b). A metodologia empregada consistiu na análise documental de fotografias e documentos escritos como livros de matrículas, livros de reuniões pedagógicas, livros de comemorações cívicas, livros contendo o histórico dos professores, livro diário da escola, entre outras fontes localizadas no arquivo do Colégio Estadual Farroupilha (Farroupilha/RS). Além disso, foram consultados jornais, relatórios, regimentos e decretos em outros arquivos, assim como depoimentos orais realizados por outros pesquisadores. O estudo produzido foi divido em cinco capítulos, iniciando com as considerações iniciais, onde se especifica o percurso construído e as escolhas realizadas durante o processo de pesquisa. O segundo capítulo teve como propósito compreender o processo histórico de criação e de implantação do Grupo Escolar Farroupilha no contexto de Nova Vicenza e depois, do município de Farroupilha/RS, sendo possível perceber as mudanças vivenciadas por esta escola em seus primeiros anos de existência, assim como a produção de uma nova cultura escolar a partir da inauguração do novo prédio com a adoção de espaços diferenciados, contando com a presença de outros sujeitos, bem como produzindo novas práticas escolares. O terceiro e o quarto capítulo tiveram como premissa atentar para alguns elementos constitutivos da cultura escolar desta instituição, sendo assim, além de tecer uma narrativa acerca dos sujeitos escolares, privilegiando alunos (as), professoras e diretores (as), atenção especial foi destinada as práticas escolares produzidas neste espaço, ao longo da década de 40 do século XX, como as festividades escolares e as atividades desenvolvidas pelo Clube Agrícola Escolar. Deste modo, verificou-se que por meio da ação de “comemorar” esta escola primária “assumiu” a função de internalizar o patriotismo, evitar o esquecimento dos feitos da história nacional e estadual, bem como de seus heróis e símbolos, além de incentivar o amor e o respeito à Mãe Pátria, exaltando os cuidados e a valorização das riquezas naturais para o progresso do país, como também enfatizando uma cultura proeminentemente brasileira, em detrimento as culturas étnicas existentes. Os resultando também apontam para a relevância que o Clube Agrícola assumiu no cotidiano desta escola, uma vez que depois de um longo período o ensino rural volta novamente a fazer parte de seu processo histórico educacional, desenvolvendo ao que tudo indica um trabalho social e educativo, aproximando os saberes da instituição escolar com o contexto do município. Para concluir, são apresentadas as considerações finais, onde se destaca a contribuição desta narrativa para as pesquisas existentes no campo da história das instituições escolares em nível local, regional e nacional, especialmente no que refere ao estudo específico dos grupos escolares. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-02-19T16:02:34Z No. of bitstreams: 1 Dissertacao Cassiane Curtarelli Fernandes.pdf: 4673332 bytes, checksum: c1124a48b721803509b1e09f544966c9 (MD5) / Made available in DSpace on 2016-02-19T16:02:34Z (GMT). No. of bitstreams: 1 Dissertacao Cassiane Curtarelli Fernandes.pdf: 4673332 bytes, checksum: c1124a48b721803509b1e09f544966c9 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis sought to research the educational background process of Farroupilha’s School Group, institution initially located in the district of Nova Vicenza (Caxias), later the city of Farroupilha/RS. The study was in 1927, when they are brought together two isolated state schools that existed in the district to form the Nova Vicenza’s Rural School Group, later called Farroupilha’s School Group, by the year of 1949, considering the range of school records found in Farroupilha’s State College Archive, old school group, about this period of time. To accomplish this narrative the theoretical and methodological assumptions of Cultural History guided the analysis, especially with the contributions of the historians Le Goff (1996), Ginzburg (2001, 2007), Chartier (1994, 2002, 2009), Burke (2008) and Pesavento (2008a, 2008b). The methodology consisted in the documental analysis of photographs and written documents such as enrollment books, pedagogical meetings books, civic celebrations books, books containing the history teacher, daily school book, among other sources located in the archive of Farroupilha’s State College (Farroupilha/RS). Moreover, it was consulted newspapers, reports, regulations and decrees in other archives, as well as oral statements made by other researchers. The produced study was divided into five chapters, beginning with the initial considerations, where it was specified the path build and the choices made during the research process. The second chapter aimed to understand the historical process of creation and implementation of Farroupilha’s School Group in Nova Vicenza’s context, then, the city of Farroupilha/RS, being possible to realize the experienced changes by this school in its early years of existence, as well as the production of a new school culture from the new building opened with the adoption of differentiated spaces, counting on the presence of other subjects, just like producing new school practices. The third and fourth chapter had premised attend to some constituent elements of the school culture of this institution, so in addition to weave a narrative about the school subjects, favoring students, teachers and directors, special attention was intended to the school practices produced in this space, throughout the 40s of the twentieth century, such as school festivities and the developed activities by the Agricultural School Club. Thus, it was found that through the action of "celebrate" this primary school "assumed" the role of internalizing patriotism, avoid forgetting the achievements of national and state history, as well as their heroes and symbols, in addition encouraging love and respect to the Mother Country, extolling the care and appreciation of the natural wealth for the country's progress, as well as emphasizing a prominently Brazilian culture at the expense of existing ethnic cultures. The result also point to the relevance that the Agricultural Club assumed in daily life of this school, since after a long period the rural education goes back again to be part of its educational background process, developing a social and educational work, approaching the knowledge of the school institution with the municipal context. In order to complete, it was introduced the final considerations which highlight the contribution of this narrative to the existing research in the field of history of school institutions at local, regional and national level, especially as regards the specific study of school groups.

Esta dissertação buscou pesquisar o processo histórico educacional do Grupo Escolar Farroupilha, instituição localizada inicialmente no distrito de Nova Vicenza (Caxias), posterior município de Farroupilha/RS. O trabalho teve como recorte temporal o ano de 1927, momento em que são reunidas duas escolas isoladas estaduais que existiam no distrito para a formação do Grupo Escolar Rural de Nova Vicenza, posteriormente denominado de Grupo Escolar Farroupilha, até o ano de 1949, levando-se em consideração a gama de registros escolares encontrados no Arquivo do Colégio Estadual Farroupilha, antigo grupo escolar, acerca deste período. Para realizar esta narrativa os pressupostos teórico-metodológicos da História Cultural orientaram a análise, sobretudo com as contribuições dos historiadores Le Goff (1996), Ginzburg (2001, 2007), Chartier (1994, 2002, 2009), Burke (2008) e Pesavento (2008a, 2008b). A metodologia empregada consistiu na análise documental de fotografias e documentos escritos como livros de matrículas, livros de reuniões pedagógicas, livros de comemorações cívicas, livros contendo o histórico dos professores, livro diário da escola, entre outras fontes localizadas no arquivo do Colégio Estadual Farroupilha (Farroupilha/RS). Além disso, foram consultados jornais, relatórios, regimentos e decretos em outros arquivos, assim como depoimentos orais realizados por outros pesquisadores. O estudo produzido foi divido em cinco capítulos, iniciando com as considerações iniciais, onde se especifica o percurso construído e as escolhas realizadas durante o processo de pesquisa. O segundo capítulo teve como propósito compreender o processo histórico de criação e de implantação do Grupo Escolar Farroupilha no contexto de Nova Vicenza e depois, do município de Farroupilha/RS, sendo possível perceber as mudanças vivenciadas por esta escola em seus primeiros anos de existência, assim como a produção de uma nova cultura escolar a partir da inauguração do novo prédio com a adoção de espaços diferenciados, contando com a presença de outros sujeitos, bem como produzindo novas práticas escolares. O terceiro e o quarto capítulo tiveram como premissa atentar para alguns elementos constitutivos da cultura escolar desta instituição, sendo assim, além de tecer uma narrativa acerca dos sujeitos escolares, privilegiando alunos (as), professoras e diretores (as), atenção especial foi destinada as práticas escolares produzidas neste espaço, ao longo da década de 40 do século XX, como as festividades escolares e as atividades desenvolvidas pelo Clube Agrícola Escolar. Deste modo, verificou-se que por meio da ação de “comemorar” esta escola primária “assumiu” a função de internalizar o patriotismo, evitar o esquecimento dos feitos da história nacional e estadual, bem como de seus heróis e símbolos, além de incentivar o amor e o respeito à Mãe Pátria, exaltando os cuidados e a valorização das riquezas naturais para o progresso do país, como também enfatizando uma cultura proeminentemente brasileira, em detrimento as culturas étnicas existentes. Os resultando também apontam para a relevância que o Clube Agrícola assumiu no cotidiano desta escola, uma vez que depois de um longo período o ensino rural volta novamente a fazer parte de seu processo histórico educacional, desenvolvendo ao que tudo indica um trabalho social e educativo, aproximando os saberes da instituição escolar com o contexto do município. Para concluir, são apresentadas as considerações finais, onde se destaca a contribuição desta narrativa para as pesquisas existentes no campo da história das instituições escolares em nível local, regional e nacional, especialmente no que refere ao estudo específico dos grupos escolares. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis sought to research the educational background process of Farroupilha’s School Group, institution initially located in the district of Nova Vicenza (Caxias), later the city of Farroupilha/RS. The study was in 1927, when they are brought together two isolated state schools that existed in the district to form the Nova Vicenza’s Rural School Group, later called Farroupilha’s School Group, by the year of 1949, considering the range of school records found in Farroupilha’s State College Archive, old school group, about this period of time. To accomplish this narrative the theoretical and methodological assumptions of Cultural History guided the analysis, especially with the contributions of the historians Le Goff (1996), Ginzburg (2001, 2007), Chartier (1994, 2002, 2009), Burke (2008) and Pesavento (2008a, 2008b). The methodology consisted in the documental analysis of photographs and written documents such as enrollment books, pedagogical meetings books, civic celebrations books, books containing the history teacher, daily school book, among other sources located in the archive of Farroupilha’s State College (Farroupilha/RS). Moreover, it was consulted newspapers, reports, regulations and decrees in other archives, as well as oral statements made by other researchers. The produced study was divided into five chapters, beginning with the initial considerations, where it was specified the path build and the choices made during the research process. The second chapter aimed to understand the historical process of creation and implementation of Farroupilha’s School Group in Nova Vicenza’s context, then, the city of Farroupilha/RS, being possible to realize the experienced changes by this school in its early years of existence, as well as the production of a new school culture from the new building opened with the adoption of differentiated spaces, counting on the presence of other subjects, just like producing new school practices. The third and fourth chapter had premised attend to some constituent elements of the school culture of this institution, so in addition to weave a narrative about the school subjects, favoring students, teachers and directors, special attention was intended to the school practices produced in this space, throughout the 40s of the twentieth century, such as school festivities and the developed activities by the Agricultural School Club. Thus, it was found that through the action of "celebrate" this primary school "assumed" the role of internalizing patriotism, avoid forgetting the achievements of national and state history, as well as their heroes and symbols, in addition encouraging love and respect to the Mother Country, extolling the care and appreciation of the natural wealth for the country's progress, as well as emphasizing a prominently Brazilian culture at the expense of existing ethnic cultures. The result also point to the relevance that the Agricultural Club assumed in daily life of this school, since after a long period the rural education goes back again to be part of its educational background process, developing a social and educational work, approaching the knowledge of the school institution with the municipal context. In order to complete, it was introduced the final considerations which highlight the contribution of this narrative to the existing research in the field of history of school institutions at local, regional and national level, especially as regards the specific study of school groups.

郁德芬. / Thesis (M.A.)--香港中文大學. / Manuscript. / Includes bibliographical references (leaves 308-339). / Yu Defen. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 序言 --- p.1-25 / Chapter 第二章 --- 中國的需要：一八六○ ´ؤ一九二○ --- p.26-99 / Chapter （一） --- 中國的急遽變遷 / Chapter （二） --- 一八六○ ´ؤ一九二○ 年間的救國運動 / Chapter （甲） --- 「洋務運動」至辛亥革命前的救國運動 / Chapter （乙） --- 辛亥革命及其後的建國運動 / Chapter （1） --- 辛亥革命 / Chapter （2） --- 「心理建設｣救國方法 / Chapter （3） --- 「新教育｣作為實現「心理建設｣ 的途徑 / Chapter （丙） --- 總結 / Chapter 第三章 --- 基督教教育與「心理建設｣ --- p.100-243 / Chapter （一） --- 序言：基督教的教育事工 / Chapter （二） --- 基督教教育的目的 / Chapter （甲） --- 基督教辦學的宗旨 / Chapter （乙） --- 基督教學校對「收回教育權運動」及「黨化教育」的回應 / Chapter （丙） --- 基督教學校的課程 / Chapter （丁） --- 中國人如何接納基督教的教育？ / Chapter （三） --- 基督教的教育有否實現「心理建設」的果效？ / Chapter （甲） --- 「新教育」所實現的「心理建設」的 果效 / Chapter （乙） --- 基督教的教育所實現的果效 / Chapter （四） --- 總結 / Chapter 第四章 --- 基督教教育對中國重建的貢獻 --- p.244-273 / Chapter （一） --- 序言 / Chapter （二） --- 「心理建設」的限制 / Chapter （甲） --- 「心理建設」救國方法理論的不足 / Chapter （乙） --- 以「教育」為實現途徑的不足 / Chapter （三） --- 基督教教育與中國重建的關係 / Chapter 第五章 --- 討論：基督教在中國的教育經驗對今日差傳之啟示 --- p.274-306 / Chapter （一） --- 探討「建立教會」與「拓展上帝國」差傳觀念 / Chapter （二） --- 從基督教在中國的教育經驗，看「拓展上帝國」差傳的限制 / Chapter （三） --- 甚麼是今日所需要的差傳？ / 參考書目 --- p.307-339 / 附錄一至八 --- p.340-355