We are in His hands whether we live or die : the letters of Brevet Brigadier General Charles Henry Howard / / edited by David K. Thomson

• Record Nr.: UNINA9910971807103321
• Autore: Howard Charles H (Charles Henry), <1838-1908.>
• Pubbl/distr/stampa: Knoxville, : University of Tennessee Press, c2013
• ISBN: 9781572339903; 157233990X
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (309 p.)
• Collana: Voices of the Civil War
• Altri autori (Persone): ThomsonDavid Ker <1958->
• Disciplina: 973.7/78
• Soggetti: War - Religious aspects; United States History Civil War, 1861-1865 Personal narratives; United States History Civil War, 1861-1865 Religious aspects
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: "The Savior says ask & have faith & ye shall receive? : Charles and his early years -- "Now all is right and I am in the place marked out by providence" : Charles and the Civil War, 1861-1862 -- "The Lord is gracious & we are in His hands whether we live or die" : Charles and the 1863 eastern theater -- "A kind providence has been with us all along" : Charles and the western theater, 1863-early 1864 -- "Pray for me, mother, that I may have all the grace requisite for my new duties & responsibilities" : Charles and the end of the war -- "I am growing old I think rapidly" : Charles and his postwar career -- Appendix. Bowdoin College alumnus referenced by Charles Howard.
• Sommario/riassunto: Many soldiers who served in the American Civil War found solace in their faith during the mosttrying times of the war. But few soldiers took such a providential view of life and the CivilWar as Charles Henry Howard. Born in a small town in Maine, Howard came from a familywith a distinguished history of soldiering: his grandfather was a Revolutionary War veteranand his brother, the older and more well-known Oliver Otis Howard, attended West Point androse to command an army in the Civil War. Following in his brother's footsteps, Charles HenryHoward graduated from Bowdoin College in 1859. Following ; graduation, Charles visited hisolder brother at West Point during the tumultuous election of 1860. While at West Point, Howardsaw the tensions between Northern and Southern cadets escalate as he weighed his options for amilitary or theological career. The choice was made for him on April 12, 1861, with the firing onFort Sumter. Responding to his brother's plea for the sons of Maine to join the Union cause, Charlesfound himself a noncommissioned officer fighting in the disastrous Battle of First Bull Run. Alltold, Howard fought in several major battles of the Eastern Theater, including Antietam, Fredericksburg, Chancellorsville, and Gettysburg, and went on to participate in various militaryactions in the Western Theater including Sherman's bloody Atlanta Campaign. He was woundedtwice, first at the Battle of Fair Oaks and again at Fredericksburg. Yet, despite facing the worsthorrors of war, Howard rarely wavered in his faith and rose steadily in rank throughout theconflict. By war's end, he was a brevet brigadier general in command of the 128th U.S. ColoredTroop Regiment. Howard's letters cover a wide-ranging period, from 1852 to 1908. His concern for hisfamily is typical of a Civil War soldier, but his exceptionally firm reliance on divine providenceis what makes these letters an extraordinary window into the mind of a Civil War officer.Howard's grounded faith was often tested by the viciousness of war, and as a result his letters arerife with stirring confessions and his emotional grappling with the harsh realities he faced.Howard's letters expose the greater theological and metaphysical dilemmas of the war faced byso many on both sides.

Indigenous Technology Knowledge Systems : Decolonizing the Technology Education Curriculum / / edited by Mishack T. Gumbo, P. John Williams

• Record Nr.: UNINA9910731477303321
• Autore: Gumbo Mishack T
• Pubbl/distr/stampa: Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023
• ISBN: 9789819913961; 9819913969
• Edizione: [1st ed. 2023.]
• Descrizione fisica: 1 online resource (340 pages)
• Collana: Contemporary Issues in Technology Education, , 2510-0335
• Altri autori (Persone): WilliamsP. John
• Disciplina: 500.89
• Soggetti: Technical education; Educational sociology; Education - Curricula; Teachers - Training of; Engineering and Technology Education; Sociology of Education; Curriculum Studies; Teaching and Teacher Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Part I. Making a case for indigenous technology -- 1. The leapfrogging effect of the Fourth Industrial Revolution on indigenous technology: Implications for Technology Education -- 2. Making a case for Indigenous Technological Knowledge Systems Education (ITKSE) – A STEAM Perspective -- 3 -- Engineering knowledge as indigenous knowledge -- 4. Building Modern Technology Innovation on Indigenous Knowledge Systems in Technology Education -- 5. Creating the value of Indigenous Knowledge and Technologies in Technology Education Curriculum through Intellectual Property Rights -- Part II. The cultural foundations of indigenous technology -- 6. Indigenous Technological Knowledge Systems Education: Technology Education in a Swedish Sámi School -- 7. Toys, Design and Technology: Intergenerational connects and embodied cultural practices -- 8. Indigenous knowledge and technology embodied in the Ogiek’s ethnic dress: Implications for ; sustainable design education and practice -- 9. Hindu Temples and Vastushastra Technology Education.
• Sommario/riassunto: There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.