Course of study in world history for a tenth grade class in social studies

Thesis (Ed.M.)--Boston Universit

Making the colonial past real by the use of local materials

Thesis (M.A.)--Boston University, 1948. This item was digitized by the Internet Archive

Nationalism, Cosmopolitanism, and the Politics of Collecting in \u3ci\u3eThe Connoisseur: An Illustrated Magazine for Collectors\u3c/i\u3e, 1901-1914

This essay examines attitudes towards the practice of collecting represented in the Connoisseur: An Illustrated Magazine for Collectors between 1901 and 1914 under its first editor, J. T. Herbert Baily. I argue that contributors to the magazine worked to reformulate collecting in response to the Victorian critique of the practice, which emphasized the collector\u27s narcissistic tendency to disregard the historical alterity of objects. This revised mode of collecting, which attends carefully to contexts of origin, often led its practitioners to consider the national significance of artifacts. The magazine reflects the complicated political results of this revision of collecting practices as it intertwines aggressive nationalism with cosmopolitanism and merges cultural imperialism with a critique of globalization

Haunted Collections: Vernon Lee and Ethical Consumption

Vernon Lee\u27s The Doll is the story of a collector\u27s reformation. The thing (which perhaps should not be called a thing) that is responsible for putting the collector out of conceit with ferreting about among dead people\u27s properties is a doll that once belonged to a widowed count. The count had spent hours each day holding this life-sized mannequin, which had been dressed in his wife\u27s clothing and a wig fashioned from her hair. When the count died, the doll was cast into a closet. The collector encounters the doll while shopping for bric-a brac and presses her curiosity dealer for its history. Indignant that this tragic object should be left to gather dust in a closet, she purchases the doll in order to burn it. Burning the doll cures her insatiable desire for bric-a-brac and puts an end to [the doll\u27s] sorrows. 1 The historical contextualization of this object has remedied the narrator\u27s taste for collecting and has facilitated the liberation of an object from degradation and disregard. In this essay I read Lee\u27s fiction as an eth ical instruction manual for the modern consumer, as allegorical directions for the recontextualization or re-auraticization of objects. I argue that Lee formulates an ethical corrective to the subjectivism of modern consumer practices in her ghost stories. The heroes of these stories model a method of appreciation that acknowl edges the historical otherness of the cultural relic and grants the object a separate and distinct identity, allowing it to exceed its utility as an indicator of taste. This praxis of ethical consumption is set up as an alternative to aggressive modes of consumption that threaten to absorb and assimilate difference. Again and again in Lee\u27s short fiction, characters are awakened to the sanctity, the otherness, the separateness of objects, and these ethical awakenings are often the result of what I refer to as historicized consumption

A Critique of the Ambitions and Challenges of the Lifelong Learning Entitlement (LLE) from a Lifelong Learning Perspective

In 2025, the English government will commence the roll out of a transformative new funding system for post-18 learners entitled the ‘Lifelong Learning Entitlement’ (LLE). This will be a single funding system for both higher and further education, which the government argues, will enable learners to pay for courses to develop new skills and gain new qualifications at a time that is right for them through full-time degree programmes, flexibly through part-time study, or by undertaking individual modules as and when they are needed. The focus is on training, retraining and upskilling at levels four to six (i.e., the first three years of a degree programme) and on high-value technical courses at levels four and five. Essentially, the LLE is a lifelong entitlement to access a loan fund to support higher level/higher education studies up to age 60. Some targeted maintenance grant funding will be provided to some students who require it to age 60 and beyond. The authors will provide a critical review of the LLE from a lifelong learning perspective. They will explore the complex multifaceted discourse embedded in LLE intentions, as presented in policy statements, some of which appear to be at odds with the claims made about the role of LLE, and identify the ways that it will need to be shaped to achieve the benefits sought by government. Using the critical themes underpinning this special edition of the journal, they will consider the role that education provided through the LLE ‘transformative agenda’ can play in enabling access by adult learners of all types and for multiple reasons. They will consider the interplay between these and neo-liberal values relating to the role of higher education in employment, training and skills-focused priorities. They will also reflect on the role that the HE sector will inevitably need to play in shaping course design and delivery to ensure that the LLE can deliver both the government’s goals and those of lifelong learners, particularly those from disadvantaged communities and backgrounds

First-Year Student Success Initiative: Navigate Working Group Video

Mary Mahoney O\u27Neil, Associate Dean of the College of Education and Human Development discusses the goals of the navigate app working group that is part of the First-Year Student Success Initiative at UMaine

Anticipating a 4th Industrial revolution and the futures of learning: a discussion paper for Wolverhampton Learning City Region

What learning is needed for the 21st Century and what changes can be made for learners today and for tomorrow? What skills, knowledge and experience are needed for jobs that do not exist yet? What institutions and relations and practices will be needed to support the school leavers, apprentices and graduates of 2020 and 2040? In a world that it is projected to change rapidly and unevenly, what role will learning have in helping anticipate and shape the future? Public sector, market, third sector leaders are faced with some critical challenges and choices. Exponential advances in genetic engineering, nanotechnology, biotechnology, artificial intelligence, robotics, graphene and additive manufacturing (3D printing) are set to constitute a 4th industrial revolution. A 4th industrial revolution is not just characterised by particular technologies but the fusions between these technologies, the capacity to redraw the lines between physical, digital, and biological domains and the potential scale, speed and spread of these changes. The breadth of skills and functions afforded by new technologies will not only have an impact on the number and type of jobs available across all sections of the job market, but also have the potential to challenge existing divisions of labour and the nature, value and meaning of work and learning. Of course, one of the major challenges and contradictions when anticipating futures, is how can one prepare for the unknown? This is a major challenge. There is no consensus as to the number of jobs that will be lost or created as a result of a 4th industrial revolution, but it is anticipated there will be no more routine jobs in the future. Investment in the development of knowledge and skills in science, technology, engineering and mathematical (STEM) subjects is self-evident, but social, creative and critical thinking skills will be vital as they not only prove resistant to automation, but are essential to efforts to anticipate and engage with the disruption and challenges of a 4th industrial revolution. By anticipating the changes on the horizon, there is an opportunity to review and redefine the needs of today’s and tomorrow’s learners. Due to the scale of change that is anticipated it is argued that no one agency will be in a position to meet the grand challenges of a 4th industrial revolution. The level, scale and pace of change require both long-term thinking and cross-sector action. Subsequently a potential role for a nascent learning region will be to help to surface, assess and develop the future readiness of all those who live and work in the region