LEADER 01486nam0 2200349 i 450 001 SUN0113681 005 20180125101843.658 010 $d0.00 017 70$2N$a978-3-319-20735-3 100 $a20180117d2015 |0engc50 ba 101 $aeng 102 $aCH 105 $a|||| ||||| 200 1 $aAn *introduction to differential manifolds$fJacques Lafontaine 205 $a[Cham] : Springer, 2015 210 $aXIX$d395 p.$cill. ; 24 cm 215 $aPubblicazione in formato elettronico 606 $a58-XX$xGlobal analysis, analysis on manifolds [MSC 2020]$2MF$3SUNC019758 606 $a53-XX$xDifferential geometry [MSC 2020]$2MF$3SUNC019813 606 $a22-XX$xTopological groups, Lie groups [MSC 2020]$2MF$3SUNC020459 606 $a58A40$xDifferential spaces [MSC 2020]$2MF$3SUNC022352 606 $a58A12$xde Rham theory in global analysis [MSC 2020]$2MF$3SUNC024063 606 $a58A05$xDifferentiable manifolds, foundations [MSC 2020]$2MF$3SUNC024249 620 $aCH$dCham$3SUNL001889 700 1$aLafontaine$b, Jacques$3SUNV021859$056846 712 $aSpringer$3SUNV000178$4650 801 $aIT$bSOL$c20210503$gRICA 856 4 $uhttp://dx.doi.org/10.1007/978-3-319-20735-3 912 $aSUN0113681 950 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA$d08CONS e-book 0077 $e08eMF77 20180117 996 $aIntroduction to differential manifolds$91522723 997 $aUNICAMPANIA LEADER 04725oam 22007454a 450 001 9910480851203321 005 20170924183948.0 010 $a1-78170-835-5 010 $a1-84779-999-X 035 $a(CKB)3710000000493199 035 $a(EBL)4083823 035 $a(SSID)ssj0001586845 035 $a(PQKBManifestationID)16269795 035 $a(PQKBTitleCode)TC0001586845 035 $a(PQKBWorkID)14869390 035 $a(PQKB)10109753 035 $a(MiAaPQ)EBC4083823 035 $a(StDuBDS)EDZ0001280936 035 $a(OCoLC)981861605 035 $a(MdBmJHUP)muse59508 035 $a(EXLCZ)993710000000493199 100 $a20150619d2015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCitizenship, nation, empire$eThe politics of history teaching in England, 1870?1930 /$fPeter Yeandle 210 1$aManchester :$cManchester University Press,$d2015. 210 3$aBaltimore, Md. :$cProject MUSE, $d2017 210 4$dİ2015. 215 $a1 online resource (225 p.) 225 0 $aStudies in imperialism 300 $aDescription based upon print version of record. 311 $a1-5261-4935-4 311 $a0-7190-8012-6 320 $aIncludes bibliographical references (pages 184-205) and index. 327 $aIntroduction -- Part 1: Contested histories: the teaching of history in its 'golden age' -- 1. Enlightened patriotism: or, what was history for? -- 2. The renaissance of the child: educational theory and the teaching of history -- Part 2: Imperial values and enlightened patriotism in the teaching of history, c. 1880-1930 -- 3. Imperial values in the teaching of history I: national origins, seafaring and the Christian impulse -- 4. Imperial values in the teaching of history II: the English 'race' -- 5. Enlightened patriots: heroes, heroines and 'pioneers of progress' in the teaching of history -- 6. History in war and peace -- Conclusion. 330 $aCitizenship, nation, empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified 'enlightened patriotism' to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching, but rather a carefully crafted curriculum for all children which fused civic as well as imperial ambitions. The book details contemporary debates about the purpose of history teaching and the influence of late-Victorian and Edwardian educational culture, and goes on to examine how pedagogical developments shaped the content of early-years reading books and textbooks through analysis of key themes including race, seafaring, gender and national identity. Special attention is paid to the significance of mass schooling in the formation of turn-of-the-twentieth-century cultures of hero worship, and the legacy of such developments for the 1920s. This volume will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and Anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, nation, empire is a timely study of the formative influences that shaped the history curriculum in English schools. --Provided by publisher. 410 0$aStudies in imperialism (Manchester, England) 606 $aGeschichtsbild$2gnd$3(DE-601)106096982 606 $aGeschichtsunterricht$2gnd$3(DE-601)106317695 606 $aImperialismus$2gnd$3(DE-601)106287427 606 $aPatriotism$2fast$3(OCoLC)fst01055200 606 $aHistory$xStudy and teaching$2fast$3(OCoLC)fst00958303 606 $aPatriotism$zEngland$xHistory$y20th century 606 $aHistory$xStudy and teaching$zEngland 607 $aGrossbritannien$2gnd 607 $aEngland$2fast 608 $aElectronic books. 615 0$aGeschichtsbild 615 0$aGeschichtsunterricht 615 0$aImperialismus 615 0$aPatriotism. 615 0$aHistory$xStudy and teaching. 615 0$aPatriotism$xHistory 615 0$aHistory$xStudy and teaching 676 $a907 700 $aYeandle$b Peter$01029925 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910480851203321 996 $aCitizenship, nation, empire$92446598 997 $aUNINA