By Charles Dorn (auth.)
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This ebook relies on an international public regulations and courses workshop held in July 2000. The papers study conceptual concerns in addition to the sensible implementation difficulties of worldwide public guidelines and courses. many of the issues lined during this ebook are worldwide monetary instability, the consequences of highbrow estate rights security for constructing nations, and the promoting of overseas agricultural study.
This quantity examines the interval of background which seems to be at counter-reformation and the fee revolution, 1559-1610.
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Extra resources for American Education, Democracy, and the Second World War
In a memo detailing the material rewards Stanford received through its involvement in ESMWT, Grant cited as exemplary a radio program that the university developed for the Signal Corps. Through this single contract, Stanford received funding for $9,900 worth of building alterations that allowed the university to create three new laboratory rooms, an equipment room, three small classrooms, and three small offices out of a building that had previously been considered too dilapidated to use. 59 It was in Stanford’s enlarged and elevated reputation, however, that Grant believed Stanford made its greatest strides through the ESMWT program.
Office of Education, Stanford University School of Engineering Dean Samuel B. Morris served as the Northern California-Nevada Regional Advisor for the ESMWT program. S. Office of Education. ”45 Stanford divided its course offerings into four divisions. m. Labeled Part-Time InPlant, the courses in the first division included those “tailor-made for upgrading on jobs within a war plant or essential civilian activity,” such as Strength Calculations for Ship Structures. 46 PROMOTING THE “PUBLIC WELFARE” AT STANFORD UNIVERSITY 35 The second division consisted of Part-Time Open courses designed to meet specific needs common to a group of industries.
These scholars differ, however, regarding the consequences of this development for early childhood education in the United States. ”74 Claiming that wartime nurseries furthered a shift in Americans’ conceptions of nursery schools begun during the Great Depression, Rose argues that during World War II many Americans came to view preschools as federally supported, educationally enriching programs for young children rather than welfare measures provided for the destitute. Although all three of these excellent studies refer to nursery school teachers’ instructional efforts during the war years, it is Emily Stoltzfus’s work, Citizen, Mother, Worker, that most clearly demonstrates how early childhood education practitioners and advocates perceived nursery schools as places where children were first exposed to the principles of democracy.