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And the CONCEPT of SOCIAL PROGRESS by Paul Jones Hebard
Lester Frank Ward and the concept of social progress Item Type text; Thesis-Reproduction (electronic) Authors Hebard, Paul Jones, 1908- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 23/09/2021 21:56:39 Link to Item http://hdl.handle.net/10150/553423 L E S T E R FRANK WARD and THE CONCEPT OF SOCIAL PROGRESS by Paul Jones Hebard A Thesis submitted to the faculty of the Department of Economics, Sociology and Business administration in partial fulfillment of the requirements for the degree of Master of arts in the Graduate College University of Arizona 1939 dxy). 2- TABLE OF CONTENTS Chapter I. INTRODUCTION .................... 1 II, BIOGRAPHY OF LESTER FRANK WARD • . 5 III. SOCIAL ACHIEVEMENT THROUGH SOCIETAL DEVELOPMENT......................... 13 A. The Development of Man B. The social Forces C. The Dynamic Principles IV. SOCIALIZATION OF ACHIEVEMENT .... 29 a . Social Regulation B. Social Invention C. Social Appropriation Through Education D. Attractive Legislation B. Sociooracy F. Eugenics, Euthenics, Eudemics V. CRITICISM........................... 70 VI. CONCLUSION......................... 85 BIBLIOGRAPHY...................... 8? 1 2 2 6 5 3 CHAPTER I IMTROBOOTIOH The notion of progress has been the souree of mueh dis cussion since the time of Aristotle, but, only during the last three hundred years, has progress been considered an 1 achievement possible to man. In this sense it is a concept which has developed primarily in the vrostern world. -
Education in Africa: What Are We Learning?
Education in Africa: What Are We Learning? David K. Evans and Amina Mendez Acosta Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 142 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We observe growing sophistication in the design of studies and an increase in studies with long-term outcomes. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks). Keywords: education, human capital, sub-Saharan Africa JEL: I20, I25, O12, O15 Working Paper 542 August 2020 www.cgdev.org Education in Africa: What Are We Learning? David K. Evans Center for Global Development Corresponding author: [email protected] Amina Mendez Acosta Center for Global Development The authors thank Alexis Le Nestour, Kim Lehrer, Adrienne Lucas, Benjamin Piper, Justin Sandefur, Francis Teal, and Andrew Zeitlin for providing helpful comments. -
Connecticut College News Vol. 13 No. 11 Connecticut College
Connecticut College Digital Commons @ Connecticut College 1927-1928 Student Newspapers 12-10-1927 Connecticut College News Vol. 13 No. 11 Connecticut College Follow this and additional works at: http://digitalcommons.conncoll.edu/ccnews_1927_1928 Recommended Citation Connecticut College, "Connecticut College News Vol. 13 No. 11" (1927). 1927-1928. Paper 3. http://digitalcommons.conncoll.edu/ccnews_1927_1928/3 This Newspaper is brought to you for free and open access by the Student Newspapers at Digital Commons @ Connecticut College. It has been accepted for inclusion in 1927-1928 by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. C{f{}lf'Mrliatt u~ .:t:I)'{,,,o/ !Ir, 1"", , Connecticut College News VOL. 13, No. 11 NEW LO:-lDON, CONNECTICUT, DECEMBER 10. ]927 PRICE 5 CENTS Christmas Plans Follow Member of French Acad- German Club Play An English Singers Present Tradition emy Lectures at Unusual Success Concert of Unusual Charm t'lIl1dl<' gor-vtcc ill Quadl'ung-Ic as Convocation 1-"('I'."'unllC'!Slime ,\8 That In Last Usual Y<"Rl"S 0011001'(, )L II, ttostovtzcn' Di51<.'us""'CS"~r~'~k Those who gathered In the gym- Christmas will be celebrated at UOUl<"" uaerum on Fr-Iday evening, December The progt-a m given last Tuesday college this yea r in the traditional 2nd, witnessed a charming play, mar- evening In Bulkele y Audlt or-Ium by way. On the last night before the 'rbere has bee n no greater con- red by few of the usual amateur mis- the English Singers was even more holidays. -
THE LANGUAGE TEACHER: 37.1 • January / February 2013 1 the Language Teacher » Foreword & Information
accent argot articulation brogue cant The communication conversation dialect diction Languagedictionary discourse doublespeak expression gibberish Teacher idiom <jalt-publications.org/tlt> interchange jargon lexicon lingua franca January / February 2013 Feature Articles . palaver parlance Volume 37, Number 1 3 Diane Hawley Nagatomo takes a look at the issues faced by housewives teaching in the cottage eikaiwa businesspatois ISSN 0289-7938 Melodie Cook investigates expatriatephraseology English teachers’ ¥950 9 perceptions of Japanese university entrance examinationsprose The Japan Association signal Readers’ Forum . for Language Teaching slang 15 Jonathon Brown discusses the role communicativesound language teaching plays in raising students’ motivationspeech THE JAPAN ASSOCIATION FOR LANGUAGE TEACHING 21 Matthew Sung interviews ELT expert Alan Waters 全 国 語 学 教 育 学 会 style 25 Marian Wang puts JALT members’ questions on The Comprehension Hypothesis Extended to Stephen Krashentalk terminology JALT2013 Learning is a My Share . tongue lifelong voyage utterance 29 Classroom ideas from Jane Lightburn, Michael Ernest, and Greggory Wroblewski verbalization October 25-28, 2013 vernacular Kobe International Conference Center & Book Review . vocabulary International Exhibition Hall vocalization <jalt.org/conference> 35 Andrew Philpott reviews Scraps voice word wording JALT Publications } GRASSROOTS Shirley Leane – Tottori University JALT Publications Board Chair Carol Begg Todd Jay Leonard – Fukuoka University of [email protected] -
Man Up: Integrating Fatherhood and Community Engagement, P. 15 Journal of Community Engagement and Scholarship Dr
Nonprofit Organization US Postage Paid Tuscaloosa AL Permit 16 The University of Alabama Office of Community Affairs — SCHOLARSHIP AND OF COMMUNITY ENGAGEMENT JOURNAL Vol. 4, No. 1, Spring 2011 Center for Community-Based Partnerships Box 870372 Tuscaloosa, AL 35487-0372 UGA and Tunisia: A Decade-Long Partnership, p. 5 Evaluating a Social Economy Research Partnership, p. 25 Teachinging RReeseasearch Dedication to Volume 4, No. 1, Spring 2011 4, No. Volume the Public Good: A Conundrum? Partnership p. 37 An International, FFaaccultyullty Students Indigenous Community Collaborative Inquiry, p. 50 The Journal of Community Engagement and Scholarship is published at The University of Alabama by the Office of Book Reviews, Community Affairs for the advancement p. 75 of engagement scholarship worldwide. Man Up: Integrating Fatherhood and Community Engagement, p. 15 Journal of Community Engagement and Scholarship Dr. Heather Pleasants, who is also book review editor of JCES, made the closing remarks at this year’s engaged scholarship awards program at The University of Alabama. Her words were based on the theme www.jces.ua.edu for the National Outreach Scholarship Conference (NOSC) that we will host in 2012. www.uapress.ua.edu Dr. Samory T. Pruitt, Vice President for Community Affairs, The University of Alabama Published twice a year by the Office of Community Affairs ach spring at The University of Alabama, we publicly recognize and celebrate at The University of Alabama the engaged scholarship that best represents our commitment to touching lives Distributed by The University of Alabama Press Ethrough community-based projects. ISSN: 1944-1207 We honor this work because of three important attributes at the foundation of engaged ISBN: 978-0-8173-7406-8 (paper) scholarship. -
A Content Analysis of Selected Family Life Education Textbooks Used at the Secondary Level
A CONTENT ANALYSIS OF SELECTED FAMILY LIFE EDUCATION TEXTBOOKS USED AT THE SECONDARY LEVEL DISSERTATION Presented In Partial Fulfillnent of the Requirements for the Degree Doctor of Philosophy in the Qraduate School of the Ohio State University By JOHN WILLIAM HUDSON, B .S., H.A. The Ohio State University 1956 Approvsd byt Adviser Departnent of Sociology and Anthropology ACKNOWLEDGMENTS The completion of a doctoral dissertation usually represents not only the efforts of the candidate, but also the support, encourage ment, and assistance of his teachers and friends and those even closer to him. In this instance the author is conscious of a debt of gratitude to many persons# I am indebted, first of all, to my wife, Dorothy Erskine Hudson, without whose perseverance, patient understanding, and generous assistance this study could not have been carried to completion. To Dr. Florence G. Robbins of the Department of Sociology and Anthropology, The Ohio State University, I am especially indebted for friendship and support throughout my graduate training, and for special add and assistance as adviser in this study. To Dr. Raymond F. Sletto, Chairman, Department of Sociology and Anthropology, The Ohio State U niversity, I am g ratefu l for technical assistance and for the inspiration provided through the example he sets as a man of principle and integrity. At The Merrill-Palmer School, I am indebted to Dr. Pauline P. W. Knapp, Director, for allowing time in my schedule to work on this dissertation. Many of my colleagues at Merrill-Palmer contributed generously of their time. Especially do I wish to thank Dr. -
Special Education in Tunisia: a Case Study in Social Entrepreneurship Kaitlan Shaub SIT Graduate Institute - Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2016 Special Education in Tunisia: A Case Study in Social Entrepreneurship Kaitlan Shaub SIT Graduate Institute - Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Disability and Equity in Education Commons, and the Special Education Administration Commons Recommended Citation Shaub, Kaitlan, "Special Education in Tunisia: A Case Study in Social Entrepreneurship" (2016). Independent Study Project (ISP) Collection. 2376. https://digitalcollections.sit.edu/isp_collection/2376 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Special Education in Tunisia: A Case Study in Social Entrepreneurship Kaitlan Shaub Academic Director: Mounir Khélifa Advisor: Leila Charfi College of William and Mary International Relations Tunisia, Sidi Bousaid Submitted in partial fulfillment of the requirements for Tunisia: Emerging Identities in North Africa, SIT Study Abroad Spring 20116 Abstract Despite a series of modernist reforms and national programs, Tunisian early education is not yet suited to fully integrate children with special needs. The public education sector lacks the trained professionals and multidisciplinary coordination needed to meet the needs of handicapped students. This paper will analyze impact of a private therapeutic preschool to determine the feasibility of social entrepreneurship in fulfilling unmet special education needs in Tunisia. A presentation of the limitations facing entrepreneurs in this sector is included, and special attention is given to financial and social restraints preventing the scholastic integration of these children. -
Euthenics, There Has Not Been As Comprehensive an Analysis of the Direct Connections Between Domestic Science and Eugenics
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2011 Eugenothenics: The Literary Connection Between Domesticity and Eugenics Caleb J. true University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the History of Science, Technology, and Medicine Commons, United States History Commons, Women's History Commons, and the Women's Studies Commons true, Caleb J., "Eugenothenics: The Literary Connection Between Domesticity and Eugenics" (2011). Masters Theses 1911 - February 2014. 730. Retrieved from https://scholarworks.umass.edu/theses/730 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. EUGENOTHENICS: THE LITERARY CONNECTION BETWEEN DOMESTICITY AND EUGENICS A Thesis Presented by CALEB J. TRUE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF ARTS September 2011 History © Copyright by Caleb J. True 2011 All Rights Reserved EUGENOTHENICS: THE LITERARY CONNECTION BETWEEN DOMESTICITY AND EUGENICS A Thesis Presented By Caleb J. True Approved as to style and content by: _______________________________ Laura L. Lovett, Chair _______________________________ Larry Owens, Member _______________________________ Kathy J. Cooke, Member ________________________________ Joye Bowman, Chair, History Department DEDICATION To Kristina. ACKNOWLEDGEMENTS First and foremost, I would like to thank my advisor, Laura L. Lovett, for being a staunch supporter of my project, a wonderful mentor and a source of inspiration and encouragement throughout my time in the M.A. -
Major Challenges Facing Higher Education in the Arab
Adnan Badran Chief Editor Elias Baydoun · John R. Hillman Editors Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance [email protected] Adnan Badran Chief Editor Elias Baydoun • John R. Hillman Editors Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance [email protected] Chief Editor Adnan Badran Department of Nutrition University of Petra Amman, Jordan Editors Elias Baydoun John R. Hillman Department of Biology James Hutton Institute American University of Beirut Dundee, UK Beirut, Lebanon ISBN 978-3-030-03773-4 ISBN 978-3-030-03774-1 (eBook) https://doi.org/10.1007/978-3-030-03774-1 Library of Congress Control Number: 2019931021 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. -
Education in the Middle East and North Africa: the Current Situation and Future Challenges
International Education Journal Vol 5, No 2, 2004 http://iej.cjb.net 144 Education in the Middle East and North Africa: The Current Situation and Future Challenges Abdeljalil Akkari Higher Pedagogical Institute HEP-BEJUNE, Switzerland [email protected] This paper investigates the educational development in the Middle East and North Africa, drawing on data from different international and national institutions. The paper begins with a review of similarities between countries within the region, and continues by investigating the situation of basic education, literacy rates and quality of education. In the third section, issues of inequality between public and private education are discussed. The paper concludes by outlining future educational challenges in the region. Comparative education, Middle East, North Africa, development, literacy, basic education INTRODUCTION Human capital formation is receiving increased attention from policy makers and scholars interested in promoting economic development in Third World countries. Models of endogenous economic growth stress the importance of investment in knowledge, including basic education, as a critical factor in economic expansion. Specialists have long argued that education should form a principal component in any development strategy. The Middle East and North Africa form a vast region stretching from the Atlantic Ocean to the Arab- Persian Gulf. The historical and cultural experiences of the region's countries share many common themes. First, Islam as the main religion and Arabic as the language are key factors in the identity formation of the region. In the nineteenth and the first half of the twentieth centuries, most of the region was under European colonization. When colonization ended, a strong economic, cultural and political dependence on developed countries remained. -
Ismailova Sayyora Tolkinovna Language Teaching and Skill
MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF REPUBLIC OF UZBEKISTAN Ferghana State University УДК Qo`lyozma huquqida Ismailova Sayyora Tolkinovna Language Teaching And Skill Learning D I S S E R T A T I O N submiited to Ferghana University for the degree of master of sciences in 5A120102 – Linguistics (English language) Scientific supervisor: docent Kasimova Guljahon Mahmudovna Ferghana -2017 1 LANGUAGE TEACHING AND SKILL LEARNING CONTENT INTRODUCTION …………………………………………………………………..3 CHAPTER I THE NATURE OF APPROACHES AND METHODS IN LANGUAGE TEACHING 1.1. Skill acquisition and foreign language teaching……………………………8 1.2. Factors influencing foreign language learning…………………………….21 1.3. New directions in teaching foreign languages……………………..............34 1.4. Methods of Teaching English Language Skills …………………………...39 1.5. Effective Strategies for Teaching English Language Learners…………….44 1.6. The conclusion of the chapter I…………………………………………….52 CHAPTER II SCIENTIFIC - METHODICAL BASES OF DEVELOPING LANGUAGE SKILLS 2.1. Evolution in Understanding the Notion of Language as Skill in Foreign Language Didactics…………………………………………………………………54 2.2. From Communicative Competence to Intercultural Communicative Competence: A New Proposal for Language Skills……………………………………………….62 2.3. Technology and Language Skills: Computer Games and Language Skills Development………………………………………………………………………..66 2 2.4. The Analysis of Reading Skills of English among medical students of Fergana Branch Tashkent Medical Academy………………………………………………..70 2.5. The conclusion -
Exploring the Potential of English As a Medium of Instruction in Higher Education in Tunisia Khawla Badwan
Teaching for Success Exploring the potential of English as a medium of instruction in higher education in Tunisia Khawla Badwan www.teachingenglish.org.uk About the author Khawla Badwan is Senior Lecturer in TESOL (Teaching English to Speakers of Other Languages) and Applied Linguistics at Manchester Metropolitan University, United Kingdom. She is Research Consultant for the British Council in Tunisia, researching the project reported on here. Khawla holds a Doctorate in Education from the University of Leeds. She previously conducted research funded by the UK Council for International Students’ Affairs (UKCISA) and won the Paul Wembley Award for Innovation in International Education 2017. She is currently authoring a book entitled Language in a globalised world: Perspectives on mobility and contact to be published by Palgrave Macmillan. Her research interests cover sociolinguistics of globalisation, language and place, language policy, language motivation and intercultural communication. 2 Teaching for Success Contents About the author ........................................................................................................................................................................................2 Contents ..........................................................................................................................................................................................................3 Executive summary...................................................................................................................................................................................4