961 resultados para Marlborough, John Churchill, Duke of, 1650-1722.
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"Additions and corrections": [1] p. inserted in pt. 1 between p. [vi] and [vii]
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Mode of access: Internet.
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Cropped from 1898 team photo.
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Each section has separate t.p. dated 1820.
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Only 51 copies printed.
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Compiled by William Carpenter.
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The t.p. is a type-facsimile of the original ed.
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Richard Arkwright.--Edmund Burke.--Robert Burns.--Lord Byron.--George Canning.--Earl of Chatham.--Dr. Adam Clarke.--Lord Clive.--Captain Cook.--William Cowper.--Rev. George Crabbe.--Sir Humphrey Davy.--Lord Eldon.--Lord Erskine.--Charles James Fox.--Benjamin Franklin.--Oliver Goldsmith.--Henry Grattan.--Earl Grey.--Warren Hastings.--Bishop Heber.--John Howard.--Dr. Jenner.--Sir William Jones.--Sir James Mackintosh.--Rev. Henry Martyn, B.D.--Sir John Moore, K.B.--Lord Nelson.--William Pitt.--Sir Samuel Romilly.--Sir Walter Scott.--Richard Brinsley Sheridan.--John Smeaton.--James Watt.--Marquis of Wellesley.--William Wilberforce.--Sir David Wilkie.--Duke of Wellington.
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By Charles Leslie. Cf. Dict. nat. biog.
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This thesis compares John Dewey’s philosophy of experience and Maurice Merleau-Ponty’s phenomenology, and illustrates how Merleau-Ponty’s phenomenology can strengthen and further Dewey’s philosophy of education. I begin by drawing the connection between Dewey’s philosophy of experience and his philosophy of education, and illustrate how Dewey’s understanding of growth, and thinking in education, is rooted in and informed by his detailed philosophy of experience. From there, I give an interpretation of Merleau-Ponty’s phenomenology with a focus on his descriptions of subjectivity that he presents in the Phenomenology of Perception. Following this, I outline some of the implications Merleau-Ponty’s phenomenology has on our understanding of rationality, expression and existence. In the final chapter, I make the comparison between Dewey’s philosophy of experience and Merleau-Ponty’s phenomenology. After demonstrating how these two philosophies are not only similar but also complementary, I then look to Merleau-Ponty’s phenomenology to provide insight into and to advance Dewey’s philosophy of education. I will illustrate how Merleau-Ponty’s understanding of subjectivity helps to support, and reinforce the rationale behind Dewey’s inquiry-based approach to education. Furthermore, I will show how Merleau-Ponty’s phenomenology and its implications for rationality, expression and existence support Dewey’s democratic ideal and add a hermeneutical element to Dewey’s philosophy of education.
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This paper presents the "state of the art" and some of the main issues discussed in relation to the topic of transnational migration and reproductive work in southern Europe. We start doing a genealogy of the complex theoretical development leading to the consolidation of the research program, linking consideration of gender with transnational migration and transformation of work and ways of survival, thus making the production aspects as reproductive, in a context of globalization. The analysis of the process of multiscale reconfiguration of social reproduction and care, with particular attention to its present global dimension is presented, pointing to the turning point of this line of research that would have taken place with the beginning of this century, with the rise notions such as "global care chains" (Hochschild, 2001), or "care drain" (Ehrenreich and Hochschild, 2013). Also, the role of this new agency, now composed in many cases women who migrate to other countries or continents, precisely to address these reproductive activities, is recognized. Finally, reference is made to some of the new conceptual and theoretical developments in this area.