LEADER 03729oam 2200445 450 001 9910427037403321 005 20230823001430.0 010 $a3-030-56666-8 024 7 $a10.1007/978-3-030-56666-1 035 $a(CKB)4100000011569170 035 $a(MiAaPQ)EBC6387558 035 $a(DE-He213)978-3-030-56666-1 035 $a(EXLCZ)994100000011569170 100 $a20210421d2020 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSchooling and state formation in early modern Sweden /$fBengt Sandin 205 $a1st ed. 2020. 210 1$aCham, Switzerland :$cPalgrave Macmillan,$d[2020] 210 4$d©2020 215 $a1 online resource (XXIV, 420 p. 12 illus., 9 illus. in color.) 225 1 $aPalgrave Studies in the History of Childhood,$x2634-6532 311 $a3-030-56665-X 327 $a1. Introduction -- 2. The Swedish Educational System and its Transformation during the Seventeenth Century -- 3. Public Education and the School System in Stockholm in the Second Half of the Seventeenth Century -- 4. School and Public Education in Swedish Towns in the Eighteenth Century -- 5. Public Education in Towns in the First Half of the Nineteenth Century -- 6. Family and School: One Reality and Two Perspectives -- 7. Continuity and Change. 330 $a"A meticulously researched, richly detailed, and finely contextualized piece of work, and a magnificent contribution to the history of childhood and youth that will stimulate new thinking across historical, educational, and childhood studies."? John Wall, Rutgers University, USA "From the preface onwards the author places the book firmly in the history of childhood, an emphasis which, alongside that on education and social policy, will help it appeal to many audiences beyond academic historians: educators, educationalists, social workers, policy makers, and sociologists."? Rab Houston, University of St Andrews, UK In this book the emergence of schools in urban Sweden between the seventeenth and the nineteenth century provides the framework for a history of children and of childhood. It is a study through the lens of the changes in early modern education, spatial aspect of the life of children and systems of governance in the early modern Swedish state. Educational systems defined the spatial aspects of childhood?where children were supposed to grow up, in the home, the school, the streets and alleys, or the place of work?over a period of about two hundred years. Schools and education represent both a mental and a physical space; an abstract place for children as well as a local and concrete place for them, which stood out against the alternative spatial aspects of the life of children. It is also a study of how different cultural systems influence the definitions of childhood and schools, in the context of church and home instruction, poor relief, policing, surveillance, and the question of why children went to schools. It examines the role of the school as childcare and as a provider of food, shelter and welfare, and as governance. Bengt Sandin is Professor Emeritus in the Department of Thematic Studies, Unit of Child Studies, at the University of Linköping, Sweden. 410 0$aPalgrave Studies in the History of Childhood,$x2634-6532 606 $aEducation$zSweden$xHistory 615 0$aEducation$xHistory. 676 $a370.9485 700 $aSandin$b Bengt$0910500 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910427037403321 996 $aSchooling and state formation in early modern Sweden$92037819 997 $aUNINA LEADER 06120oam 2200757 a 450 001 9910957717803321 005 20240514051105.0 010 $a1-283-31232-8 010 $a9786613312327 010 $a90-272-7570-X 024 7 $a10.1075/cilt.158 035 $a(CKB)2550000000064007 035 $a(EBL)794801 035 $a(OCoLC)c 035 $a(SSID)ssj0000538593 035 $a(PQKBManifestationID)11360783 035 $a(PQKBTitleCode)TC0000538593 035 $a(PQKBWorkID)10559725 035 $a(PQKB)10572377 035 $a(Au-PeEL)EBL794801 035 $a(CaPaEBR)ebr10509492 035 $a(MiAaPQ)EBC794801 035 $a(DE-B1597)719676 035 $a(DE-B1597)9789027275707 035 $a(EXLCZ)992550000000064007 100 $a19980226h19981998 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aLinguistic choice across genres $evariation in spoken and written English /$fedited by Antonia Sa?nchez Macarro, Ronald Carter 205 $a1st ed. 210 1$aAmsterdam ;$aPhiladelphia :$cJ. Benjamins,$d1998. 210 4$d©1998 215 $a1 online resource (viii, 347 pages) $cillustrations 225 1 $aAmsterdam studies in the theory and history of linguistic science. Series IV, Current issues in linguistic theory,$x0304-0763 ;$vv. 158 300 $aBased on papers delivered at the VII International Systemic Functional Workshop held in Valencia in 1995. 311 0 $a90-272-3663-1 320 $aIncludes bibliographical references and indexes. 327 $aLINGUISTIC CHOICE ACROSS GENRES VARIATION IN SPOKEN AND WRITTEN ENGLISH; Editorial page; Title page; Copyright page; Table of contents; FOREWORD; INTRODUCTION; MEANING AS WORK INDIVIDUALS, SOCIETY AND THE PRODUCTION OF REPRESENTATIONAL RESOURCES; Abstract; Thoughts in the context of the relation of languages, semiosis, and the English curriculum; Beach House Holiday Units; Please do not put garbage in council bins; Swimming club rules; I WRITTEN GENRES; RESONANCE IN TEXT; Abstract; 1. Introduction; 2. The tone of a text; 3. Resonance in text; CHAIRMAN'S MESSAGE 327 $a4. Resonance and a componential approach; 5. Conclusion; REFERENCES; CONDITIONAL EXPRESSIONS MEANINGS AND REALIZATIONS IN TWO GENRES; Abstract; 1. Introduction; 2. Conditionals in economics forecasts; 3. Mind & Language: the register of philosophical argumentation; 4. Modality and conditions; 5. Realizations; 6. Extended hypothetical; 7. Conclusion; SOURCE TEXTS; ECONOMICS DATA (PINDI); REFERENCES; PRAGMATIC, STYLISTIC AND GRAMMATICAL LIMITATIONS ON CHOICE A STUDY OF CAUSE-EFFECT SIGNALLING IN ENGLISH; Abstract; 1. Introduction; 1.1 Aims and signals 327 $a1.2 Combining clause relations and inner-clause semantics; 2. Implicit and subtle connections; 2.1 Implicit signalling; 2.2 Prepositional indicators; 2.3 Time indicators; 3. Comparing inter-sentential and inter-clausal connections; 3.1 Variety and sentence length as limitations on choice; 3.2 Specific signalling and non-contiguous elements; 3.3 Modals and variety; 4. Providing grammatical freedom; 4.1 Competing anaphors and new themes; 4.2 Referent clarity; 4.3 Using the matrix clause; 4.4 Untriggered and triggered associated nominais; 5. Rank-shifting methods and subordination 327 $a5.1 Non-thematic nominals; 5.2 Thematic complex nominals; 5.3 Verbless clauses; 5.4 Subordination; 6. Lexical connection of the causer; 6.1 Newly-introduced nominals; 6.2 Basic lexical connection; 6.3 Associative lexical connection; 7. Summary and conclusions; REFERENCES; FUNCTIONAL VARIATIONS IN THE NG PREMODIFIERS IN WRITTEN ENGLISH; Abstract; 1. Introduction; 2. The contrastive pair; 3. The functional choice; 4. The English hierarchical relations; 5. The meaning of epithet ordering; 6. Use in discourse; 7. Conclusion; REFERENCES 327 $aINFORMATION PROGRESSION STRATEGIES IN ADMINISTRATIVE FORMS A CROSS-LINGUISTIC STUDY; Abstract; 1. Introduction; 2. Analysis methodology; 3. Results and discussion; 3.1 Thematic progression patterns across languages; A/ THE RHEMIC TP PATTERN; B/THE THEMIC TP PATTERN; C/ THE DERIVED TP PATTERN; 3.2 The distribution of TP patterns across languages; 3.3 Thematic progression patterns and contextual factors; 3.4 Thematic progression patterns and rhetorical structure; 4. Summary and conclusion; SOURCE TEXTS AND REFERENCE MANUALS; REFERENCES; INTERPERSONAL CHOICES IN ACADEMIC WORK; Abstract; 1. Introduction 330 $aThis book, based on revised papers originally delivered at the VII International Systemic Functional Workshop in Valencia in 1995, explores some of the choices open to speakers and writers for the expression of meaning in different socio-cultural contexts. Many of the papers draw their inspiration from models of language developed by Michael Halliday and in particular recent theories of variation in relation to texts and genres explored by Halliday and his followers. 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