Troubles en Irlande : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 58547

Opuscule de Giraud le Cambrien sur l'Irlande.

Acquis le 10 juillet 1847 de M. Joanne, pour le prix de 100 francs; cf. B.n.F., département des Manuscrits, registre des acquisitions 1833-1848, n° 4528 "Sel. Giraldi Hyberniae historia; 8° vélin vers 1300"; — note du XIXe s. "Ce précieux manuscrit écrit en 1290 a appartenu à Mr. l'abbé Le Prince, savant modeste de Dijon qui a refusé un évêché afin de ne point se séparer de son vieux ami Mr. Deschamps curé de la paroisse St.-Michel de Dijon. Mr. l'abbé Le Prince tenait beaucoup à ce curieux manuscrit parce que c'était un héritage de père en fils dans sa famille, et qu'un de ses anêtre l'avait rapporté de l'Irlande où il avait fait la guerre en 1690; la tradition rapporte même que ce manuscrit a appartenu à Jacques II. Quoiqu'il en soit, en 1815 un riche Irlandais a offert 500 fr. de ce manuscrit à Mr. l'abbé Le Prince qui n'a pas voulu s'en dessaisir (...) étant passé des mains des héritiers de Mr. l'abbé Le Prince en celle d'un amateur, celui-ci consentirait aujourd'hui à s'en défaire s'il en trouvait un prix avantageux" (A); — ex-libris effacé du XVIe-XVIIe s. "Dareyer" (1), et note de la même écriture"I A C" (1 et 27.)

Recueil de copies de pièces françaises et latines, en prose et en vers, sur les affaires d'Angleterre, d'Irlande et de France, sous Jacques II, Jacques III et Louis XIV, etc.

Il y a une table du contenu au début du volume.

Templemore, Irlande, des statues et des saintes images opèrent des miracles : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60687

Home schooling in view of John Calvin : a study in education and communion of saints /

This study explores the tension that has emerged around the rise of home schooling in a faith-community strongly committed to establishing and maintaining day schools in the tradition of John Calvin. It aims to identify and understand factors that contributed to this tension and to find ways to bridge, diffuse, reduce, or eliminate it. In line with Calvin, personal convictions, and the nature of the community, the study takes a Christian epistemological and axiological stance. Its premise is that the integrity of the commvmity is more important than the manner in which its children are taught. The study reviews relevant literature and several interviews. It considers both secular and Christian literature to understand communities, community breakdown, and community restoration. It also examines literature about the significance of home, school, and community relationships; the attraction of Reformed day schools; and the appeal of home schooling. Interviews were conducted with 4 home schooling couples and 2 focus groups. One focus group included local school representatives, and the other home schoolers and school representatives from an area with reputedly less tension on the issue. Interviews were designed for participants to give their perspectives on reasons for home schooling, the existing tension, and ways to resolve the issues. The study identifies the rise of home schooling in this particular context as the initial issue and the community's deficiency to properly deal with it as the chief cause for the rising tensions. However, I argue that, within the norms the community firmly believes in, home schooling need not jeopardize its integrity. I call for personal, social, and spiritual renewal to restore the covenant community in gratitude to God.

Implicit and explicit functions in the acquisition of a phonics rule in the word recognition of learning disabled and non learning disabled students /

One group of 12 non learning disabled students and two groups of 12 learning disabled students between the ges of 10 and 12 were measured on implicit and explicit knowledge cquisition. Students in each group implicitly cquired knowledge bout I of 2 vocabulary rules. The vocabulary rules governed the pronunciation of 2 types of pseudowords. After completing the implicit acquisition phase, all groups were administered a test of implicit knowledge. The non learning disabled group and I learning disabled group were then asked to verbalize the knowledge acquired during the initial phase. This was a test of explicit knowledge. All 3 groups were then given a postlest of implicit knowledge. This tcst was a measure of the effectiveness of the employment of the verbalization technique. Results indicate that implicit knowledge capabilities for both the learning disabled and non learning disabled groups were intact. However. there were significant differences between groups on explicit knowledge capabilities. This led to the conclusion that implicit functions show little individual differences, and that explicit functions are affected by ability difference. Furthermore, the employment of the verbalization technique significantly increased POStlest scores for learning disabled students. This suggested that the use of metacognitive techniques was a beneficial learning tool for learning disabled students.

Heroes on the home front : heroism and virtue in post-9/11 American cinema /

This thesis is intended to contribute to critical discussion of the American male hero in mainstream American war and action films post September 11, 2001 . The thesis investigates how these heroes' behaviour echoes a patriotic, conservative construction of the modern American as created through speeches given by George W. Bush in the wake of the events of September 11, 2001 . The thesis examines the hero in six primary sources: the war films We Were Soldiers, Behind Enemy Lines and The Great Raid and the action films Collateral Damage, Man on Fire and The Punisher. By analyzing the ideological subtext, political content, visual strategies and generic implications of the films, as well as the binary constructions of a selection of Bush speeches, and by reviewing historical representations of American male heroes on film produced in the wake of political events, the thesis concludes that the six films mobilize the USA's conservative viewpoint towards war and military action, and in concert with the speeches, contribute to an ongoing militarization of visual culture. Both systems echo a dangerous ideological fantasy of American history, life and patriotism.

The effects of day care at the kindergarten level : day care centre versus in-home care

Two groups of nonmaternal day care providers, one made up of in-horne caregivers, and the other of providers of day care in centres, were asked to focus on their goals for the children in their care. A group of kindergarten teachers was asked to consider any differences they noticed in children in· the two types of day care mentioned above. It was found that in-horne caregivers, through flexibility, meet the developmental goals of the children in their care. Providers of tlay care in centres used a more structured and social program in order to meet the overall developmental goals for the children in their care. It was found that the kindergarten teachers noticed differences in the children in their classes in terms of their attitude and social behaviour. The type and quality of care were seen as possible influences on this outlook of young children in kindergarten. The one common element that each group highlighted with respect to the effects of day care at the kindergarten level was the important role of the family in the child's development not only in day care, but also in kindergarten class. There is still a strong need to determine the effects of various types of day care at all levels, and specifically at the kindergarten level. The more the kindergarten teacher is able to understand about the child's day care experience, and his or her own life,the better off these children in day care will be. This study confirmed both the importance of quality in child care, and the important role of the family in the child care decision.