The Forgotten Children: The Educational Demographics of an Austrian Diocese 1848-1852

Educational demographics of an Austrian diocese in Styria were examined between the years of 1848 and 1852, to show both the importance of the data and the possibility for further research. The data was examined in conjunction with the imperial education law that directed the Austrian educational system in the nineteenth century. Both the micro and macro elements of the paper were influenced by the strong Austrian Catholic tradition and were integrated heavily into the paper to help put the data in perspective. The limited amount of research on the topic restricted specific conclusions for the research, however there are some general conclusions that the paper made. The presented data was shown to be influential in its own right through its listing of secular school attendance, Sunday school attendance, and teacher\u27s salaries. It also was influential as an introduction into further research in microeconomics, culture, and notions of identity

Transcranial direct current stimulation over multiple days improves learning and maintenance of a novel vocabulary

Introduction: Recently, growing interest emerged in the enhancement of human potential by means of non-invasive brain stimulation. In particular, anodal transcranial direct current stimulation (atDCS) has been shown to exert beneficial effects on motor and higher cognitive functions. However, the majority of transcranial direct current stimulation (tDCS) studies have assessed effects of single stimulation sessions that are mediated by transient neural modulation. Studies assessing the impact of multiple stimulation sessions on learning that may induce long-lasting behavioural and neural changes are scarce and have not yet been accomplished in the language domain in healthy individuals

Forgotten children: The educational demographics of an Austrian diocese 1848-1852

Educational demographics of an Austrian diocese in Styria were examined between the years of 1848 and 1852, to show both the importance of the data and the possibility for further research. The data was examined in conjunction with the imperial education law that directed the Austrian educational system in the nineteenth century. Both the micro and macro elements of the paper were influenced by the strong Austrian Catholic tradition and were integrated heavily into the paper to help put the data in perspective. The limited amount of research on the topic restricted specific conclusions for the research, however there are some general conclusions that the paper made. The presented data was shown to be influential in its own right through its listing of secular school attendance, Sunday school attendance, and teacher's salaries. It also was influential as an introduction into further research in microeconomics, culture, and notions of identity

The Silent professor : the story of Wilhelm Lehmann.

Color poster with text and illustrations describing research conducted by M.R. Boyeson, advised by James W. Oberly and Teresa Sanislo.Research focuses on Wilhlem Lehmann, a German immigrant from the Prussian territory of Westphalia. He immigrated due to political pressure from the government, and arrived in America unknown, continuing his life as a professor. After brief stays in Pennsylvania and Georgia, Lehmann settled in Dodge County, Wisconsin. His life and experiences are compared to Francis Lieber and Karl Follen, two other German immigrants of the same period.University of Wisconsin--Eau Claire Office of Research and Sponsored Programs

The Silent Professor: The Story of Wilhelm Lehmann (1802-1882) or Nationalism on the Run: The Experience of German Immigrants? Identity Formation

My research will focus on William Lehmann (1802-1881), a German immigrant from the Prussian territory in present day Westphalia. He immigrated due to political pressure from the government, though arrived in American virtually unknown, continuing his life as a professor. He initially taught in colleges in Pennsylvania and Georgia, after which he made his way to Dodge County in Wisconsin, where his family resided thereafter. His arrival and experiences raise questions on the education systems in America, as well as in Germany, in addition to questions of cultural reception. Though his national recognition is almost non-existent, I would like to attempt to show that his impact on German reception in American is under-appreciated. To help form the discussion on his impact in America, I will use the experiences of Francis Lieber and Charles Follen. Both individuals immigrated during the same period as Lehmann, though upon their arrival, achieved a position in society that is well known still today. All three men, Lehmann, Lieber, and Follen have similar educational backgrounds, having studied at universities in Germany. They were all forced to leave Germany due to political turmoil as a result of the fall of Napoleon. They all three made their way to America, whereupon they became involved in academia. My questions will involve the differences and similarities related to these three individuals in hopes to better understand German immigration and cultural reception of Germans in America. I would also like to look into their stories in hopes of telling a more complete story of the political refugee prior to the revolutions of 1848