Intellectuals and the State in Twentieth Century Mexico. By Roderic A. Camp. (Austin: The University of Texas Press, 1985. Pp. 232. Notes. Bibliography. Index. Cloth $25.00; paper $10.95.)

1987 ◽  
Vol 43 (4) ◽  
pp. 498-499
Author(s):  
John A. Britton
Keyword(s):  
Twentieth Century ◽  
The State ◽  
University Of Texas ◽  
The University

scholarly journals The De Rossett Farm (41HE75) and Quate Place (41HE81) Sites in the Cobb Creek Valley in the Upper Neches River Basin, Henderson County, Texas

2016 ◽  
Author(s):  
Timothy K. Perttula
Keyword(s):  
River Basin ◽  
The State ◽  
Archaeological Sites ◽  
East Texas ◽  
University Of Texas ◽  
The North ◽  
North Side ◽  
The University ◽  
Neches River ◽  
The Town

The De Rossett Farm and Quate Place sites were among the earliest East Texas archaeological sites to be investigated by professional archaeologists at The University of Texas (UT), which began under the direction of Dr. J. E. Pearce between 1918-1920. According to Pearce, UT began work in this part of the state under the auspices of the Bureau of American Ethnology, and that work “had led me to suppose that I should find this part of the State rich in archeological material of a high order.” The two sites were investigated in August 1920. They are on Cobb Creek, a small and eastward-flowing tributary to the Neches River, nor far to the northeast of the town of Frankston, Texas; the sites are across the valley from each other. The De Rossett Farm site is on an upland slope on the north side of the valley, while the Quate Place site is on an upland slope on the south side of the Cobb Creek valley, about 2 km west of the Neches River, and slightly southeast from the De Rossett Farm. Both sites have domestic Caddo archaeological deposits, and there was an ancestral Caddo cemetery of an unknown extent and character at the De Rossett Farm.

scholarly journals Early Presbyterian influences at the University of Pretoria

2008 ◽  
Vol 64 (1) ◽  
Author(s):  
Graham Duncan
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Twentieth Century ◽  
The State ◽  
Early Years ◽  
Institutional Level ◽  
University Of Pretoria ◽  
The University

Presbyterianism, through two significant personalities, provided an important impetus to the formation and development of the early University of Pretoria. Their contribution has to be understood in terms of the contexts of their Scottish Presbyterian heritage, South Africa in the early years of the twentieth century and the state of higher education prevalent at that time. Together these contexts may be described as political, religious and educational. Prof AC Paterson made significant contributions both in teaching and administration at the institutional level. Prof E Macmillan made his contribution in the field of teaching, but never divorced from the very context where ministry has to be exercised.

British Theatre Collections in the Harry Ransom Humanities Research Center

1998 ◽  
Vol 39 (1) ◽  
pp. 63-72
Author(s):  
Melissa Miller
Keyword(s):  
Twentieth Century ◽  
Research Center ◽  
Twentieth Century Literature ◽  
Theatre Arts ◽  
University Of Texas ◽  
Secondary Purpose ◽  
Art Collection ◽  
The 1950S ◽  
The University ◽  
Century Literature

The Harry Ransom Humanities Research Center at the University of Texas at Austin has become, since the 1950s, well-known for its holdings in twentieth century literature. I offer here a brief description of the holdings in British theatre in the Theatre Arts Collection and the Manuscripts and Archives division of the Ransom Center. My secondary purpose is to suggest: and encourage corollary research in other Ransom Center holdings, such as its Art Collection and Photography and Film Collection. A listing of selected holdings follows this overview below, together with information on fellowships for researchers.

The Alternative Theatre in Poland since 1989

2001 ◽  
Vol 17 (2) ◽  
pp. 186-194
Author(s):  
Magdalena Gołaczyńska
Keyword(s):  
Twentieth Century ◽  
Eastern Europe ◽  
The State ◽  
State Support ◽  
Doctoral Study ◽  
Starting Point ◽  
Collapse Of Communism ◽  
Alternative Theatre ◽  
The University

The theatre of Eastern Europe has not always benefited as fully as might have been expected from the supposed freedoms which followed the collapse of Communism. State support for institutional theatre has been drastically reduced, while the ‘alternative’ theatre, though no longer constrained by a formal censorship, has had seriously to consider what it is now alternative to. Magdalena Gołaczyńska takes 1989 as starting point for a survey both of the framework within which alternative theatre now works, and of the three main strands that have emerged in the closing decade of the twentieth century – of companies continuing to produce socially critical work, of groups exploring experience at a more personal and existential level, and of ‘collective creators’ whose concerns are rather with pushing the boundaries of performance itself. Magdalena Gołaczyńska teaches at the University of Wroclaw and the State Academy of Drama in Cracow, and is author of a doctoral study of contemporary alternative theatre.

Sustainable This, Sustainable That: New Materialisms, Posthumanism, and Unknown Futures

PMLA ◽  
2012 ◽  
Vol 127 (3) ◽  
pp. 558-564 ◽  
Author(s):  
Stacy Alaimo
Keyword(s):  
Twentieth Century ◽  
Science Studies ◽  
The United States ◽  
University Of Texas ◽  
Jorie Graham ◽  
Conservation Movement ◽  
Traditional Gender Roles ◽  
Standards Of Living ◽  
To Come ◽  
The University

mornings in the unknown future. Who shall repair this now. And how the futuretakes shapetoo quickly. The permanent is ebbing. Is leaving—Jorie Graham, “Sea Change”Conserving This, Conserving ThatJust a few lines from jorie graham's poem “sea change” evoke anxiety about unpredictable futures that arrive too soon, in need of repair. The abrupt departure of a sense of permanence may provoke the desire to arrest change, to shore up solidity, to make things, systems, standards of living “sustainable.” Having worked in the environmental humanities and in science studies for the last decade and having served as the academic cochair of the University Sustainability Committee at the University of Texas, Arlington, for several years, I have been struck by how the discourse of sustainability at the turn of the twenty-first century in the United States echoes the discourse of conservation at the turn of the twentieth century, especially in its tendency to render the lively world a storehouse of supplies for the elite. Gifford Pinchot, Theodore Roosevelt's head of forestry, defined forests as “manufacturing plants for wood,” epitomizing the utilitarianism of the conservation movement of the Progressive era, which saw nature as a resource for human use. By the early twentieth century Pinchot's deadening conception of nature jostled with other ideas, such as those of aesthetic conservation and the fledgling science of ecology. Pinchot was joined by the Progressive women conservationists, who claimed, as part of the broader “municipal housekeeping” movement, that women had special domestic talents for conservation, such as “turning yesterday's roast into tomorrow's hash.” Many Progressive women conservationists not only bolstered traditional gender roles but also wove classism and racism into their conservation mission, as conservation became bound up with conserving their own privileges. The anthropocentrism of the Progressive women conservationists is notable. As a participant in the First National Conservation Congress stated in 1909, “Why do we care about forests and streams? Because of the children who are to be naked and bare and poor without them in the years to come unless you men of this great conservation work do well your work.” During their conventions the discourse of conservation was playfully and not so playfully extended to myriad causes, including conserving food, conserving the home, conserving morals, conserving “true womanliness,” conserving “the race,” conserving “the farmer's wife,” and conserving time by omitting a speech (Alaimo, Undomesticated Ground 63–70).

scholarly journals Technologies and Distance Education with Focus on Teacher Training

2016 ◽  
Vol 3 (2) ◽  
pp. 502
Author(s):  
Anair Altoé ◽  
Aldevino Ribeiro Da Silva ◽  
Luciano Gonsalves Costa ◽  
Neusa Altoé ◽  
Heliana da Silva
Keyword(s):  
Teacher Education ◽  
Twentieth Century ◽  
Distance Education ◽  
Teacher Training ◽  
Systematic Study ◽  
Information Technologies ◽  
The State ◽  
State University ◽  
The University ◽  
Technology In School

<p><em>The microelectronics revolution in the twentieth century and the evolution of the profile of Information Technologies and Communication require a teacher able to adapt to a changing world. The simple proposition of using technology in school, with the goal of making teaching innovative, is naive. Teachers need to be trained competently in order to open paths in the construction of their own knowledge and creativity. Therefore, researching the fundamentals of distance education to build a path that allows the university community to access the achievements of this type of education in the initial and continuing training of teachers from the State University of Maringá (UEM) is the challenge before us. For this, we proposed systematic study along with institutional projects to identify activities developed in distance education that make it possible to analyze the proposed teacher education projects developed, identifying actions that enable the initial and continuing training of the teacher within development of the course in the modality of </em><em>D</em><em>istance </em><em>E</em><em>ducation (DE).</em><em></em></p>

Private Benefit, Public Finance?

2019 ◽  
pp. 60-76
Author(s):  
William Whyte
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
The State ◽  
British Society ◽  
Late Twentieth ◽  
The Individual ◽  
Student Finance ◽  
The University ◽  
The Relationship ◽  
Late Twentieth Century

This chapter explores the way in which developments in the apparently rather narrow field of undergraduate finance tell us something about perceptions of the university in the late twentieth century and, more importantly, about how debates over higher education illuminate wider attitudes to the relationship between the individual, the state, and civil society. It also uses these debates—and the legislation they inspired—to discuss the difficulties the state and other actors faced in dealing with higher education in an era characterized by anxieties about Britain’s perceived decline, and about inequities in British society. The tangled and tortured development of student finance in the last four decades of the twentieth century illustrates the value of Jose Harris’s approach, whilst also enabling historians to trace the longer-lasting legacy of idealist thought.

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