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George William Rusden | Legacy | Legacy
Rusden was conservative in his politics and neither of his histories is free from bias; he had no access to the Historical Records of Australia of which 33 volumes have since been published.
A house at Melbourne Grammar School has been named in honour of Rusden, and was established in 1914 after he bequeathed the school £2000 and the bulk of his manuscripts. The house is known as Rusden House, and its colour is yellow. |
George William Rusden | Families | Families
A younger brother, Henry Keylock Rusden, born in 1826, joined the Victorian civil service in 1853. He was secretary of the Royal Society of Victoria for several years and published many pamphlets. |
George William Rusden | Books | Books
(1891) Moyarra: An Australian Legend in Two Cantos London:E.A.Petherick |
George William Rusden | References | References
Category:1819 births
Category:1903 deaths
Category:Australian people of English descent
Category:19th-century Australian historians |
George William Rusden | Table of Content | Use dmy dates, Early life, Australia, Return to England, Legacy, Families, Books, References |
Serge synthesizer | [[File:Serge Modular, Norbergfestival 2007.jpg | thumb|Serge Modular
thumb|Serge Modulars in the rack
The Serge synthesizer ( Serge Modular or Serge Modular Music System) is an analogue modular synthesizer system originally developed by Serge Tcherepnin, Rich Gold and Randy Cohen at CalArts in late 1972. The first 20 Serge systems (then called "Tcherepnins") were built in 1973 in Tcherepnin's home. Tcherepnin was a professor at CalArts at the time, and desired to create something like the exclusively expensive Buchla modular synthesizers "for the people that would be both inexpensive and powerful." After building prototypes, Tcherepnin went on to develop kits for students to affordably build their own modular synthesizer, production taking place unofficially on a second floor CalArts balcony. This led to Tcherepnin leaving CalArts in order to produce synths commercially, starting in 1974.
After leaving CalArts, Serge had a small factory on Western Avenue in Hollywood. He relocated to a three-story Victorian house on Haight Street in 1980. While the synthesizers were inexpensive compared to Moog, Buchla, and other manufacturers, Serge Tcherepnin's emphasis was always on providing musicians with quality equipment.
Although Serge synthesizers have been compared to Buchlas, their underlying philosophies and circuit designs are quite different. Serge modules were designed to bring many aspects of the circuits out to the front panel so modules can be patched in unusual and creative ways beyond the “normal" functions of that type of module. In contrast, Buchla modules were optimized to do one thing very well, using different signal levels and connector types to separate “sound and structure” (audio and control). The concept and philosophy of the Serge modular owes more to the Yale “Pulsa” system than to Buchla.
Serge synthesizers have been used by composers such as Michael Stearns and Kevin Braheny (who owned a 15-panel system dubbed The Mighty Serge). Serge synthesizers are known for their flexibility, audio quality and relative compactness. Other well-known musicians using Serge synthesizers include Malcolm Cecil, whose studio was used in Stevie Wonder albums; Gary Chang, movie composer; Richie Hawtin; Roger Powell, keyboard player for Todd Rundgren; John Adams, composer; Ingram Marshall, composer; Ivan Tcherepnin, composer; and many experimental and electronic musicians such as Jim O'Rourke, Thomas Ankersmit, Sarah Davachi, R. Luke DuBois, Keith Fullerton Whitman, and Paolo Tofani of the Italian free-jazz and experimental group Area. Cologne-based flutist Camilla Hoitenga, Estonian pianist Taavi Kerikmäe and Argentinian technician Francisco Colasanto employed a rare 1970s Serge modular synthesizer that once belonged to Karlheinz Stockhausen in their project Poles, an homage to Stockhausen centered around his composition Poles (1969-70).
Commercial builds and DIY kits of Serge synthesizers are currently available under license from a number of manufacturers. |
Serge synthesizer | Overview | Overview
Originally, the module configuration for Serge systems could be selected by the user. 4U panels with module widths typically ranging from 1" to 3" (sometimes more in the case of sequencers), several modules could then be arranged on a 17-inch-wide panel (total of 16 inches of modules), resulting in a custom built panel. These were originally arranged by applying paper graphics to the metal panel (paper face), moving on to metal film graphics in the early 1980s and finally graphics printed directly onto the metal panel in the STS era.
Early systems mostly used standard paper graphic sheets (per module), but could have custom graphics—or no graphics—depending upon the whims of the artist. The top and bottom of the graphic sheets folded over onto the back of the panels and had wiring information printed on them. The whole panel would then be covered with a clear plastic film. Serge initially adopted a series of geometric designs denoting signal types, input, outputs, and triggers. Colored 4 mm sockets were used for most connections – blue, black, and red jacks; blue for (unipolar) control voltages, black for bipolar signals (NOT necessarily AC coupled) and red for pulse/gate signals, although these were not rigidly enforced. Later, other colors were introduced, e.g. yellow for triggers. By keeping output impedances low, Serge largely avoided the need for screened cables. 3.5 mm sockets were used for some audio interfacing to external equipment.
Serge modules did not separate audio signal and control voltage jacks, all signals were patched from module to module via banana patch cords. Banana cables offer quick patching with a secure connection, most banana plugs can be stacked, reducing the need for mults. The banana leads supplied by Serge and STS are 4 mm Pomona made heavy insulated in silicone cable. With a simple ground connection made between different units cross connection/modulation can be made between systems.
One of the first Serge Modular synthesizer created became the machine used on the first Greenpeace anti-whaling expedition (1975) by William (Will) Jackson, to approximate whale sounds and broadcast them to whales in the open Pacific. (A photo of this can be found in the Vancouver Sun newspaper archives May 1975.)
Business dropped off from the early 1980s, and in the early 1990s the business was transferred to Rex Probe who renamed it Sound Transform Systems (STS). STS didn’t offer kits and later ended user selectable module arrangements, concentrating on 17" pre-configured 'Shop' panels and then the half sized 'M-Class panel. These are smaller 8" panels, allowing a user more variety than the Shop Panels but less than custom. These panels come with a black 1" center panel for power distribution. |
Serge synthesizer | Modules | Modules |
Serge synthesizer | {{visible anchor | (1973)
The first generation of modules consisted of:
Dual voltage processor
Dual audio mixer
Peak and trough
Triple bidirectional router
Triple waveshaper
Gate (VCA)
Ring modulator
Envelope generator (weird ASR)
Oscillator (VCO with waveshaper)
Dual negative slew
Dual positive slew
Triple comparator (plus Schmitt trigger)
Voltage controlled filter (2 pole state variable. LP, HP, BP)
Send & Return (audio interface)
Programmer (4 stage controller, linkable for 8 / 12 stages)
Sequencer (10 step pulse only)
Multiple
The Negative and Positive Slews, were able to function as envelope followers, crude low pass filters, modulating waveforms, subharmonic generators, and audio oscillators. The Programmer served as the performance interface, being a manually controllable sequencer. It could be patched to the (pulse) sequencer - in some early systems they were hard-wired together. These systems were essentially DIY. |
Serge synthesizer | {{visible anchor | (1974/5)
Serge set up SMMS in 1974 and set about extending and upgrading the range. Systems would contain first and second generations modules, and could be factory built or DIY. The second generation of modules included:
Smooth and stepped function generator
Noise generator (later incl. S&H)
Phase shifter
Preamp
Reverb (spring)
Analog shift register
Keyboard Envelope generator (VC ADSR)
He also upgraded the mixer, dual processor, Send & Return, Oscillator etc. Some circuit boards could serve several roles, so for example the Smooth & Stepped board was also used in the Random Voltage Generator, the Dual VC Slope Generator, the Rate-Controlled S&H etc. There were probably other custom modules made during this period, but information is scarce.
As well as working on the modular range Serge worked with others. He designed and built custom modules for Malcolm Cecil and Robert Margouleff's TONTO system (as used on several Stevie Wonder albums), and worked with Frank Eventoff on his Sonica and Rainmaker instruments. |
Serge synthesizer | {{visible anchor | (1976)
Around 1976, Serge started to replace most of his first generation modules with a new range of state-of-the-art designs, featuring highly accurate 1V/Oct oscillators and high dynamic range VCAs (voltage controlled amplifiers), a new filter technology with low-noise and mixers with equal power multi-channel panning. A new, simpler panel graphics style was also introduced, losing most of the geometric designs, just retaining a simple rectangle around the outputs.
In addition to fully featured standard synthesis modules such as voltage controlled oscillators, filters, and envelope generators, the Serge system includes esoteric audio signal processors such as a Wave Multiplier, a multipurpose slew / envelope module and a very flexible touch-sensitive keyboard controller combined with a 16-stage analogue sequencer, known as the TKB. The new modules included:
Quad VCA
Universal Equal Power Stereo & Quad Audio Panner
PCO (high quality VCO)
NTO (PCO plus waveshaping, FM, etc.)
Variable bandwidth VCF
Variable slope VCF
Variable Q VCF (also extended range VCF)
Wave multipliers
Dual universal slope generator / Dual transient generator
Touch activated keyboard sequencer (TKB)
Extended ADSR
Pitch and envelope follower (Gentle Electric boards mounted on a Serge panel)
He also extended the range of mixers and CV processors. Many of the circuit boards could by used or combined in a variety of ways, and an exhaustive list of modules would be difficult to compile. The Quad VCAs and Equal Power Panners could be built into multi-channel voltage-controlled mixers. Filter banks were made in small numbers, but it is uncertain if any of the hex panners shown in the catalogue were ever built. All the filters were 2 pole state variable, 12 dB/octave. (Some sources have mistakenly stated that the VCFS is 18 or 24 dB/octave.)
While some earlier modules remained in production, the new modules replaced many of the older modules. These new third generation designs remain at the heart of Serge Modular systems to the present day. |
Serge synthesizer | {{visible anchor | (1979)
Around 1979, a fourth generation of modules started to appear, complementing the 1976 modules and replacing some earlier modules. The current Serge panel graphics style also appeared around this time. The new modules included:
Active processor
Resonant equalizer
4//6/7/8 step sequencer
Divide/n comparator, dual comparator, Schmitt trigger
Wilson Analog Delay
Balanced modulator
Quantizer
Frequency shifter
Quadrature oscillator
Dual VCA
Envelope follower / preamp
N voice controller
Also, new electronics were designed for the audio mixer/processor/scaling/buffering modules and the VCA/panners, and the "paper face" panel graphics were replaced with metallized plastic film. Throughout this period, systems were available built or as kits - boards supplied pre-built and tested but you wire the panels up yourself. In 1979, Serge offered a standard module configuration - the "System 79".
The N voice controller was a polyphonic control interface which worked with a modified Casio keyboard. It appeared around 1982, just before MIDI. |
Serge synthesizer | {{visible anchor | (early 1990s)
The 1980s were not good times for modular synthesizer manufacturers, and no further Serge modules appeared after 1983. In the early 1990s, Sound Transform Systems took over the range and added a few simple designs of their own to the range. These included:
Pulse Divider
Boolean Logic
Audio Mixer (with Phase Switch)
Balanced output module (on rear of panels)
MIDI CV (short lived)
They later introduced new variations on existing modules such as the VC Timegen Osc/clock/dual VC clock, and were able to use better quality parts and quality control. Affordable component quality improved massively through the 1980s, especially good quality, low cost potentiometers.
STS gradually phased out custom panels in favor of standardized "Shop Panels". One and two panels systems were available.
Animal - a 2 VCO complete voice panel
Animate - voice/processing panel
Blue Voice - 3 VCO audio panel
Blue Control - Envelope & CV processing
Red Fun Station - 2 VCO audio panel
Red Control Panel -Envelope/CV/Quanstizer panel
Sequencer Panel - Dual Sequencer plus clock and logic
Soup Kitchen 1 - Processing panel with frequency shifter
Soup Kitchen 2 - Processing panel with 1 VCO
Around 2010, STS introduces half-width M-Class panels. Two panels could be mounted either side of a 1" black power distribution strip in a Serge "boat" (box). These allowed greater customization than shop panels. Panels include:
Creature
Gator
Sequencer
Triple Oscillator
Quad Slope
Wave Processor
Audio Interface
Klangziet
Mayhem
Etc. |
Serge synthesizer | Licensing (2010s) | Licensing (2010s)
By the late 1990s, Serge kits were no longer produced, and with schematics intentionally unavailable, "support" usually meant sending panels to STS - expensive and inconvenient for customers outside the USA. With prices high and only full panels available from STS, there was also interest in obtaining individual modules. A small group of enthusiasts researched schematics to support their own instruments, which led to small scale production of DIY Serge circuit boards for their own use, particularly for early discontinued models. Eventually Serge Tcherepnin was contacted and his interest in his synths was renewed.
From that beginning, Serge became actively involved, and Serge designs were licensed to kit and module manufacturers such as CGS,Archived version of the CGS website (as of 2019, the CGS modules are now sold by Elby Designs and the info pages have moved to the Elby Designs website) Random*Source,RandomSource website, with announcement of Serge Tcherepnin joining the company, and links to the product pages of various Serge modules ELBY Designs,Home page of Elby Designs, with links to the CGS and EuroSerge sections Loudest Warning,Home page of the UK company Loudest Warning and 73-75.Home page of the Swedish company 73-75 Serge Modular Music Systems Revisited Some of these modules are also available in the Eurorack format. As of 2018, Serge himself is actively collaborating with Random*Source as Chief Innovation Officer and is developing new circuits. |
Serge synthesizer | General | General
Panels - Originally Serge panels had all standard hole positions punched, and the panel labels covered over unused holes. While this could look a bit scruffy, it was very versatile and allowed for upgrading or changing modules. Paper labels were replaced by metalised labels around 1981. When STS took over in the early 1990s, they printed graphics directly onto their panels, giving a more solid, professional look but sacrificing the ability to change module types in a panel. They also introduced a range of standard "shop panel" configurations. More recently, STS introduced smaller M modules, where two narrower pre-configured panels fit each side of a center power modules.
Power - There is very little information about early Serge power supplies, but Serge soon settled upon commercial Power One supplies set for +/-12v. Some first generation modules also required a +6v supply, initially provided by a 6v regulator on the supply but as these modules became fewer the regulators were mounted near the modules before dying out completely around 1980. The n-voice controller was unique in requiring a supply with an additional 5v supply for its computer board. At some point, Condor supplies were used instead - these were almost identical to Power One supplies. Early supplies used a 4-pin Cinch Jones type connector, but sometime in the mid/late 1970s these were superseded by 5-pin XLR connectors. Power distribution in Serge panels were never as good as it perhaps should have been, but gradual improvements were made – distribution modules being introduced in the mid 1970s and the STS black panel for m-modules in recent times. |
Serge synthesizer | References | References
Bibliography |
Serge synthesizer | External links | External links
Egres - The Unofficial Serge Page (from archive.org)
Carbon111's Serge Modular Webpages
Quadslope.com Serge user blog (invalid URL as of Feb 2018)
Serge Modular Music System. Ken Stone's page on Serge history (from archive.org)
Archival version of Ken Stone's page on DIY synthesizer building, including Serge designs
Random*Source web pages
COA third party manufacture for custom work (invalid URL as of Feb 2018)
Serge Users on Soundcloud
Synthesizers on the Eco Front, March/April 1977
Muffwiggler forum for discussion of all things Serge
Muffwiggler forum for discussing the world of SDIY (Synth Do-It-Yourself) which includes many Serge specific discussions.
ELBY Design web pages
Camille Hoitenga: Three Projects with flute and piano and/or analogue serge synthesizer
Category:Modular synthesizers
Category:Synthesizer manufacturing companies of the United States |
Serge synthesizer | Table of Content | [[File:Serge Modular, Norbergfestival 2007.jpg, Overview, Modules, {{visible anchor, {{visible anchor, {{visible anchor, {{visible anchor, {{visible anchor, Licensing (2010s), General, References, External links |
Leib Tropper | Rabbi | Rabbi Leib Tropper (born 1950 in New York City, died 2024) was the founder of the Kol Yaakov Torah Center, which was located in Monsey, New York. |
Leib Tropper | Career | Career
Tropper worked for Ohr Somayach in Jerusalem, and later become the educational director of Ohr Sameach, New York located in Yonkers and Monsey. In 1981, Tropper joined Rabbi Avrohom Gershon Tress in founding a new yeshiva for baalei teshuva, the Kol Yaakov Torah Center, and became its rosh yeshivah (dean).Leslie Eaton, "Making it work; Speak No Evil? Quixote Had It Easy", New York Times, 31 January 1999 |
Leib Tropper | Eternal Jewish Family | Eternal Jewish Family
Tropper founded the Eternal Jewish Family (EJF) project, which advocated more rigorous standards for conversion to Judaism, and made it easier for intermarried families to get a conversion. Until 2009 he was the director and chairman of EJF's Rabbinic Committee. The organization was funded by Thomas Kaplan and his nephew, Guma Aguiar, who donated at least $8 million to the project, according to IRS documents.Allison Hoffman, "Among friends", Tablet Magazine, 19 January 2010 |
Leib Tropper | Sex and Theft Scandals | Sex and Theft Scandals
In October 2009, Tropper was sued by Guma Aguiar for allegedly misappropriating funds given to him by Guma for charitable purposes. Tropper says that Aguiar threatened to throw him out a window. Aguiar's attorney denied any threat was made.
In 2006, The Jewish Week reported allegations that Tropper revoked a woman's conversion after learning that the woman "occasionally wore pants". Tropper denied this accusation, claiming the woman had in fact been breaking the Shabbat after her conversion, and that his role was confined to relaying this information to the appropriate authorities. EJF press release, 30 May 2008
In early December 2009, recordings circulated on the internet that contained conversations between Tropper and a woman whose conversion he had been supervising, encouraging the woman to engage in sexual activities with others; the two also discuss having sex with each other.Paul Berger, "Sex Tapes Rock the Orthodox", The Jewish Chronicle, 23 December 2009 Tropper released a statement through his attorney that admitted no wrongdoing and expressed regret for “what has appeared to be conduct not within our significant laws of modesty.”Allison Hoffman, Con Game, Tablet Magazine, 13 January 2010
On December 14, 2009, the EJF announced that Tropper had resigned two days earlier, that he had been replaced as chairman of the Rabbinic Committee by Rabbi Elya Ber Wachtfogel, that Rabbi Chaim Blum would be taking over as interim director, and that Rabbi Reuven Feinstein, the chairman of the Halachic Committee, would take a more active role in overseeing the organization's activities. No reason was given for these changes. EJF press release, December 14, 2009 On December 18, 2009, Wachtfogel issued a letter denying that EJF is under his direction. The press release was then deleted from EJF's website. On December 20, EJF put out a new press release omitting all mention of Wachtfogel or the chairmanship of the Rabbinic Committee.
However the New York Post reported of tapes in which Tropper is heard encouraging a pretty, blond 32-year-old woman who Tropper was guiding through conversion to participate in phone sex and actual sex with men the rabbi knows, including one he calls "the Satmar guy." Tropper, who calls the woman "darling" and "cutie pie," talks about his own love affair with her at one point, saying: "I want to shqueeze you." He also fantasized about rape. "I could role-play a rape with you but I couldn't actually rape you -- you know what I'm saying, darling -- does that make sense?" he asks. The scandal rocked the Orthodox community from Rockland to Israel, and transcripts of the sex tapes circulated on Jewish blogs, with the audio posted on YouTube.
On the tapes Tropper talked about paying her money for a lawyer and a stipend of $1,300 for the month of November. He also mentions putting in writing an agreement between the two. "Why would you want to document that kind of agreement on an e-mail?" she asked him. The woman, who identifies herself on the tape, apparently recorded the phone conversations. "It was only supposed to go to a few leading rabbis," She later told The Post. She refused to comment further, and later released a statement saying, "While an individual 'rabbi' acted in an inappropriate manner, my desire to become a bona fide Jew is undeterred." She also reportedly told a Jewish blog, failedmessiah.com, that Tropper would tell her: "If you fulfill my needs, I'll fulfill yours -- and you need a conversion."
On 14 February 2010 Tropper was to be summoned to a meeting in the Yeshiva Bais Mikroh of Monsey where the Rabbonim were to demand that Tropper resign all his posts and leave Monsey. Before the meeting, Tropper signed an agreement which stated “In not fulfilling the requirement of Shulchan Aruch that a leader be 'Pirko No’eh' (פרקו נאה), the undersigned is relinquishing his position.” Tropper also stated that he "released all rights and severs any connection he has to his former Yeshiva in Monsey and withdraws forthwith as a trustee of the organization." Tropper also stated his agreement to move out of Monsey within a few months. |
Leib Tropper | References | References
Category:American Orthodox Jews
Category:American Haredi rabbis
Category:1950 births
Category:Living people
Category:Rabbi Jacob Joseph School alumni
Category:People from Monsey, New York
Category:21st-century American rabbis |
Leib Tropper | Table of Content | Rabbi, Career, Eternal Jewish Family, Sex and Theft Scandals, References |
Sean Farren | Use dmy dates | Sean Nial Farren (born 6 September 1939) is an Irish Social Democratic and Labour Party (SDLP) politician and academic who was a Member of the Northern Ireland Assembly (MLA) for North Antrim from 1998 to 2007. |
Sean Farren | Academic career | Academic career
Farren studied at the National University of Ireland, University College Dublin (BA), University of Essex (MA) and the University of Ulster (PhD). He worked as a teacher in Dublin, Switzerland and Sierra Leone before becoming a lecturer at the University of Ulster.
Since 2008 he has been a visiting professor in the School of Education at Ulster University. He has also been involved in a number of projects aimed at strengthening democratic institutions in the Middle East, North Africa, West and East Africa.
He is currently a member of the Governing Authority of Dublin City University, a Trustee of Concern Worldwide (UK), a member of the Standing Committee of the Development Studies Association of Ireland (DSAI) and a committee member of the Sierra Leone Ireland Partnership (SLIP). |
Sean Farren | Political career | Political career
Farren contested the Westminster seat of North Antrim as a member of the Social Democratic and Labour Party (SDLP) at the 1979 general election, and stood at each subsequent general election until 2005.
In 1982, Farren was elected to the Northern Ireland Assembly in North Antrim. In line with SDLP policy, he instead sat on the New Ireland Forum (1983–4).
Farren was elected to the Northern Ireland Forum in 1996, again for North Antrim, and held this seat in the Northern Ireland Assembly in 1998 and 2003, before standing down at the 2007 election. |
Sean Farren | Personal | Personal
He is married to Patricia Clarke. They have four children. He and Patricia live in Portstewart, County Londonderry. |
Sean Farren | Publications | Publications
He has authored, co-authored or edited four books:
The Politics of Irish Education (1995)
SDLP – the Struggle for Agreement in Northern Ireland (2010), with Robert Mulvihill
Paths to a Settlement in Northern Ireland (2000)
John Hume: Irish Peacemaker (2015) with Denis Haughey.
He has written many book chapters, peer reviewed and other articles. He also wrote the paper Sunningdale: An Agreement Too Soon?, in which the circumstances behind the agreement and the elements that caused its collapse are examined. |
Sean Farren | References | References
Northern Ireland Executive: Sean Farren Biography
Sunningdale: An Agreement too soon?
Category:1939 births
Category:Living people
Category:Academics of Ulster University
Category:Alumni of University College Dublin
Category:Alumni of the University of Essex
Category:Alumni of Ulster University
Category:Alumni of the National University of Ireland
Category:Northern Ireland MPAs 1982–1986
Category:Members of the Northern Ireland Forum
Category:Northern Ireland MLAs 1998–2003
Category:Northern Ireland MLAs 2003–2007
Category:Ministers of the Northern Ireland Executive (since 1999)
Category:People from Portstewart
Category:Social Democratic and Labour Party MLAs
Category:Ministers of finance and personnel of Northern Ireland |
Sean Farren | Table of Content | Use dmy dates, Academic career, Political career, Personal, Publications, References |
Dan's Chocolates | Short description | Dan's Chocolates is a Burlington, Vermont chocolate maker. |
Dan's Chocolates | History | History
The company was founded in 1999 by Dan Cunningham. It was established as a subsidiary of the BlueMountain.com greeting card site and spun off as an independent venture in 2000.
The company operates both a factory direct boxed chocolates business as well as a business selling all-natural chocolate bars and truffles through retail grocery stores.
Dan's Chocolates comprises milk, dark, and white varieties.
Dan's Chocolates posts a social responsibility scorecard on its site, which includes measures to reduce energy use, greenhouse gas emissions, and waste products in manufacturing. Since its founding day, a percentage of each sale has been given to one of the charities which customers designate at checkout.
Dan's Chocolates became part of Hauser Foods in 2017. |
Dan's Chocolates | References | References |
Dan's Chocolates | External links | External links
Dan's Chocolates
Category:American chocolate companies
Category:Companies based in Burlington, Vermont
Category:Food and drink companies based in Vermont
Category:1999 establishments in Vermont
Category:American companies established in 1999 |
Dan's Chocolates | Table of Content | Short description, History, References, External links |
File:TwachtmanOldHolleyHouseCosCob.jpg | Summary | Summary
Old Holley House, Cos Cob (ca. 1890-1900)
By John Henry Twachtman
Height: 63.66 cm (25.06 in.), Width: 63.82 cm (25.13 in.)
Medium: Painting - oil on canvas
Source: Athenaeum Web site
(image) http://www.the-athenaeum.org/art/display_image.php?id=39549
(description) http://www.the-athenaeum.org/art/detail.php?ID=19151 |
File:TwachtmanOldHolleyHouseCosCob.jpg | Licensing | Licensing |
File:TwachtmanOldHolleyHouseCosCob.jpg | Table of Content | Summary, Licensing |
Browning Buck Mark | Infobox weapon
| The Browning Buck Mark is a semi-automatic pistol, made by the Browning Arms Company and chambered for the .22 Long Rifle cartridge. It has been produced since 1985. The Buck Mark replaced both the Challenger and International pistol models.Hartink, A.E. (1996). The Complete Encyclopedia of Pistols and Revolvers. Chartwell Books, Inc., p. 87. The same action from the pistol is used in Buck Mark rifles. |
Browning Buck Mark | Design details | Design details
The Buck Mark pistol is designed with a straight blowback action, and is crafted using 7075 aluminium alloy. The gun uses .22 Long Rifle ammunition, with a magazine holding ten rounds. The gun comes equipped with a thumb safety as well as front and rear iron sights. Some also include a fiber-optic front sight for increased visibility. Features for some models include a bull barrel, full length scope rail, wooden comfort grips, and Pachmayr grips. It is typically issued with a ten-round magazine. As of 2019, there are 23 models offered of the Browning Buck Mark pistol, 10 of them are available in California. |
Browning Buck Mark | Models | Models |
Browning Buck Mark | UDX Frame | UDX Frame
Plus UDX
Plus Rosewood UDX
Plus Stainless UDX |
Browning Buck Mark | URX Frame | URX Frame
thumb|Browning Buck Mark Contour URX 5-1/2" barrel with Buck Mark Reflex Sight
Camper Stainless URX
Contour URX, 5-1/2"
Contour URX, 7-1/4"
Contour Stainless URX, 5-1/2"
Contour Stainless URX, 7-1/4"
Lite Gray URX 5-1/2"
Lite Gray URX 7-1/4"
Lite Green URX
Practical URX
Standard URX
Standard Micro URX
Standard Stainless URX |
Browning Buck Mark | UFX Frame | UFX Frame
UFX frame lacks finger grooves, unlike URX and UDX frames.
Black Flute Lite
Camper UFX
Camper Stainless UFX
Challenge Rosewood
Field Target
Field Target Suppressor Ready
Hunter |
Browning Buck Mark | Limited Availability Models | Limited Availability Models |
Browning Buck Mark | UDX Frame | UDX Frame
Black Label Carbon Fiber
Black Label Carbon Fiber Pink |
Browning Buck Mark | UFX Frame | UFX Frame
Black Lite
Buckthorn Pink
Buckthorn Tan
Camper Mossy Oak Bottomlands
Plus Fuchsia
Plus Stainless Fuchsia |
Browning Buck Mark | Buck Mark Rifles | Buck Mark Rifles
right|thumb|Browning Buck Mark Rifle
thumb|Browning Buck Mark Rifle FLD Target Gray Laminate with Bushnell red dot sight
Browning Buck Mark Rifle is a rimfire rifle based on Buck Mark pistol. It uses the same .22 Long Rifle ammunition and magazines as its pistol predecessor. All Buck Mark Rifles have 18" barrel. |
Browning Buck Mark | Models | Models
Sporter Rifle
Target Rifle
FLD Target Gray Laminate Rifle |
Browning Buck Mark | References | References |
Browning Buck Mark | External links | External links
Buck Mark series pistols at browning.com
Buck Mark Rifles at browning.com
Browning Buck Mark Owners Manual
Category:Semi-automatic pistols of the United States
Category:.22 LR pistols |
Browning Buck Mark | Table of Content | Infobox weapon
, Design details, Models, UDX Frame, URX Frame, UFX Frame, Limited Availability Models, UDX Frame, UFX Frame, Buck Mark Rifles, Models, References, External links |
Category:Jamaican expatriates in Canada | [[Category:Expatriates in Canada]] | Category:Expatriates in Canada
Canada
- |
Category:Jamaican expatriates in Canada | Table of Content | [[Category:Expatriates in Canada]] |
Category:Jamaican expatriates | DEFAULTSORT:Jamaican Expatriates | Category:Expatriates by nationality
Expatriates |
Category:Jamaican expatriates | Table of Content | DEFAULTSORT:Jamaican Expatriates |
Category:Jamaican expatriates in the United States | [[Category:Expatriates in the United States]] | Category:Expatriates in the United States
United States
- |
Category:Jamaican expatriates in the United States | Table of Content | [[Category:Expatriates in the United States]] |
Category:The Forte' Four members | Members of the | Members of the surf rock band Forte Four.
Forte'Four |
Category:The Forte' Four members | Table of Content | Members of the |
Sir Richard Harington, 12th Baronet | '''Sir Richard Harington, 12th Baronet''' | Sir Richard Harington, 12th Baronet, JP, DL (3 March 1861 – 1 February 1931) was a British barrister and judge.
Harington was the eldest son of Sir Richard Harington, 11th Baronet, a Metropolitan Police Magistrate and County Court judge. He was educated at Eton and Christ Church, Oxford. Called to the Bar in 1886, he practised as a barrister on the Oxford Circuit before taking up an appointment as a puisne judge in the High Court of Judicature at Fort William in 1899, where he served in that capacity until returning home in 1913.
He had, meanwhile, served in the London Brigade of the Royal Naval Artillery Volunteers from 1880 to 1891, and had commanded the Artillery Company of the Calcutta Port Defence Volunteers from 1900 to 1909. He volunteered for the Royal Naval Volunteer Reserve on the outbreak of the First World War in 1914, aged 53. He was promoted to the rank of Chief Petty Officer in the Anti-Aircraft Corps, in which capacity he served until 1916.
A onetime Justice of the Peace and Deputy Lieutenant for Herefordshire, he was appointed High Sheriff of Herefordshire in 1918 and died in February 1931, having succeeded to his father's title in 1911.
Harington married the Hon. Selina Louisa Grace, daughter of Charles Saunders Dundas, 6th Viscount Melville, in 1899. He was succeeded by his elder son, Richard Dundas Harington, who became the 13th Baronet. |
Sir Richard Harington, 12th Baronet | See also | See also
Harington baronets |
Sir Richard Harington, 12th Baronet | References | References
Category:1861 births
Category:1931 deaths
Category:Baronets in the Baronetage of England
Category:British India judges
Category:Deputy lieutenants of Herefordshire
Category:Royal Naval Volunteer Reserve personnel of World War II
Category:People educated at Eton College
Category:Alumni of Christ Church, Oxford
Category:Judges of the Calcutta High Court
Category:High sheriffs of Herefordshire
Category:English justices of the peace |
Sir Richard Harington, 12th Baronet | Table of Content | '''Sir Richard Harington, 12th Baronet''', See also, References |
Wayne State University Press | Short description | Wayne State University Press (or WSU Press) is a university press that is part of Wayne State University. It publishes under its own name and also the imprints Painted Turtle and Great Lakes Books Series. |
Wayne State University Press | History | History
The Press has strong subject areas in Africana studies; fairy-tale and folklore studies; film, television, and media studies; Jewish studies; regional interest; and speech and language pathology. Wayne State University Press also publishes eleven academic journals, including Marvels & Tales, and several trade publications, as well as the Made in Michigan Writers Series.
WSU Press is located in the Leonard N. Simons Building on Wayne State University's main campus.
An editorial board approves the Wayne State University Press's titles. The board considers proposals and manuscripts presented by WSU Press's acquisitions department. WSU Press also has a Board of Visitors, dedicated to fundraising and advocacy in support of the Press.
Officially, WSU Press is an auxiliary unit of the university that reports to the president and receives an annual subvention that partially covers the cost of its operation. For the most part, WSU Press relies on revenue generated through the sale of its publications to meet its operating expenses.
The Wayne State University Press was founded in 1941 when faculty members of (then) Wayne University volunteered to establish a publishing entity to "assist the University in the encouragement and dissemination of scholarly learning". An English professor ran the press, then known as Wayne University Press, for years as a side project only. It was not until 1954 that WSU Press developed into a full-fledged publisher. |
Wayne State University Press | Imprints | Imprints
Painted Turtle
Great Lakes Books |
Wayne State University Press | See also | See also
List of English-language book publishing companies
List of university presses |
Wayne State University Press | References | References |
Wayne State University Press | External links | External links
Wayne State University Press
Category:1941 establishments in Michigan
Press
Category:University presses of the United States
Category:Publishing companies established in 1941
Category:Book publishing companies based in Michigan
Category:Wayne State University Press |
Wayne State University Press | Table of Content | Short description, History, Imprints, See also, References, External links |
History of education in China | Short description | thumb
The history of education in China began with the birth of the Chinese civilization. Nobles often set up educational establishments for their offspring. Establishment of the imperial examinations (advocated in the Warring States period, originated in Han, founded in Tang) was instrumental in the transition from an aristocratic to a meritocratic government. Education was also seen as a symbol of power; the educated often earned significantly greater incomes. |
History of education in China | Shang and Zhou dynasties | Shang and Zhou dynasties
The first written mention of a "school" in China appears in the oracle bones of the Shang dynasty (about 1800–1050 B.C.E.), which constitute the first written records in China and the main historical record for that period.Lee, T. H. C. (2018). Education in Traditional China: A History. Retrieved from https://brill.com/view/title/1401 Used for divination, questions would be written on the bones before they were placed in a fire, and then the results printed on the bones. Several of these divinations contain questions about school: ‘Is it auspicious for the children to go on school? Will it rain on their way home?’Lee, T.H.C. (2018). Education in Traditional China: A History. However, the oracle bones contain little information about the function or purpose of the schools.
By the Zhou dynasty, inscriptions from bronze vessels and the Book of Rites suggest that the Zhou kings founded schools for young aristocratic men to serve the king.Creel, H. G. (1983). The Origins of Statecraft in China: The Western Chou Empire, pp. 406–9. University of Chicago Press. The Book of Rites suggests that most of these schools were located near ponds and forests, and therefore historians infer that these schools mostly focused on martial arts education, especially archery. From the Zhou period onwards, the imperial government would have a strong influence on the education system. The traditions from this period were passed on through the Book of Rites, which later became one of the Five Classics of the Confucian Canon. During the late Autumn and Spring period, such schools had become commonplace throughout the Zhou dynasty, but the power of the central government was slowly giving way to local warlords. |
History of education in China | The Warring States period | The Warring States period
The Warring States period saw the rise of several influential philosophies, including Confucianism, Mohism, and Daoism. Of these philosophies, Confucianism would have the most long-term impact on state and imperial education.
The weakening of the Zhou empire and the rise of local warlords ushered in the Period of Warring States. Some local warlords may have founded academies to consolidate their power and gain legitimacy. The different schools were often organized into political entities to gain social influence. Rival scholars were invited to courts; governmental sponsorship led to the development of the first Chinese academies. Importance of education and respect to the teachers was stressed in the Annals of Lü Buwei.
One educational institution that existed during this period was the Jixia Academy. The open and tolerant atmosphere in this academy attracted Confucian and Daoist scholars from across the country for debate and study. However, the institution had no long-term impact on subsequent Chinese institutions. |
History of education in China | Han era | Han era
Emperor Wu of Han favored Confucianism and made it as the national educational doctrine. In 124 BC, The Origins of Statecraft in China was set up to turn out civil servants for the state, which taught the Five Classics of Confucianism. The traditional Chinese attitude towards education followed Mencius's advice that "Those who labor with their minds govern others; those who labor with their strength are governed by others." |
History of education in China | The Sui and Tang dynasty | The Sui and Tang dynasty
In the Sui dynasty (581–619), the imperial examination system was established to train and recruit Confucian scholar-officials. Especially in the Song dynasty (960–1279), the imperial examination become the most fundamental and important ancient Chinese political and educational system. The function of a professional bureaucracy in ancient Chinese higher education served the imperial examination system. |
History of education in China | Medieval period | Medieval period
The Imperial examination began in 605, which required students to pass their local minimum score before the final examination in the capital. So the private school prevailed. White Deer Grotto Academy and Donglin Academy were their models. Meanwhile, the art school Pear Garden appeared in the early 8th century, and in 1178 a national military school was set up.
The invention of paper and movable type greatly aided the education system. |
History of education in China | Qing dynasty | Qing dynasty
thumb|260px|A Chinese School (1847)
Education during the Qing dynasty was dominated by provincial academies, which did not charge tuition fees and gave stipends to preselected students. They were dedicated to the pursuit of independent study of the classics and literature, rather than to the preparation for governance, as was the case with imperial academies. Professors rarely lectured students, instead offering advice and critiquing research.
The near total neglect of engineering, mathematics, and other applied science education by the state contributed to a vast gap in military power between China and the European empires, as evidenced by the outcomes of the First and Second Opium Wars and the Sino–French War amongst others. In response, the Qing embarked on a self-strengthening movement, founding the Tongwen Guan in 1861, which hired foreign teachers to teach European languages, mathematics, astronomy and chemistry.
In 1872, the Qing dynasty sent 120 students to study in the United States. It was China's first Educational Mission.
After Qing was defeated by Japan during the first Sino-Japanese War, Peiyang University (or Imperial Tientsin University), the first modern university in China was established in 1895, of which the undergraduate education system was fully based on the counterpart in USA. In 1898, Peking University was founded, with a curriculum based on the Japanese system. In 1905, the imperial examinations were abolished. In 1908, American President Theodore Roosevelt established the Boxer Indemnity Scholarship Program, which diverted funds from the Boxer Indemnity toward higher education inside China, as well as for Chinese students to study in the United States. Tsinghua University was founded in 1911 by its provisions. |
History of education in China | Modern era | Modern era |
History of education in China | Republic of China | Republic of China
The New Culture Movement of 1919 was a reaction against the Chinese government's emphasis on technical knowledge, and resulted in a new enthusiasm for theoretical knowledge, but with a focus on Western philosophy rather than Confucianism. Education was mostly decentralized in this period, since China was politically disunited, with Chinese warlords and foreign imperialists, especially the Japanese, occupying significant chunks of Chinese territory.
After the Kuomintang's defeat in 1949, the government had retreated to Taiwan. During the first 20 years of Nationalist rule, mandatory schooling consisted of six years of primary school education, which was also the length under Japanese rule. In 1968, the ROC government extended it to nine years. |
History of education in China | People's Republic of China | People's Republic of China
During the Chinese Civil War, the Chinese Communist Party improved education in areas it controlled. It opened schools for adults and children (both male and female) in which locally produced textbooks were used and led literacy campaigns. These efforts marked the first time in Chinese history that peasants had educational opportunities. During the Mao era, education for all and literacy campaigns were major focuses.
In April 1933, the Communist Party's provisional government issued education policy guidelines directed party committees at all levels to focus on cultural education and increasing the class consciousness of workers and peasants. Because literacy in China had historically been connected with political power, public education and literacy campaigns were viewed as inherently revolutionary.
After the success of the Chinese Communist Revolution and the founding of the People's Republic of China in 1949, the CCP brought the educational system under national control. Improving population-wide literacy was the focus of education in the early years of the PRC. In 1949, the literacy rate was only between 20 and 40%. The government focused on improving literacy through both formal schooling and literacy campaigns. In the first sixteen years of the PRC, elementary school enrollment tripled, secondary school enrollment increased by a factor of 8.5, and college enrollment more than quadrupled. By 1979, participation by Chinese youth in primary school was nearly universal.
The Chinese Academy of Sciences was set up in 1949.
During the period of the First Five Year Plan, the State Planning Commission set the number of university enrollment spaces. Beginning in the 1950s and running through the 1960s, university graduates were provided with jobs via state allocation.
In 1951, China adopted the Resolution on the Educational System Reform. It made cadre and adult training schools an integral part of the school system, replaced bilevel elementary school (which leadership believed impeded the education of working class children) with five year elementary school, and increased specialized technological education at the secondary school level and in colleges.
The PRC nationalized or dismantled various American-operated universities. U.S.-style universities for elites were re-organized into Soviet-style institutions for peasants and workers, with a greater focus on practical skills than theoretical knowledge. As China adopted the Soviet educational model, it reduced the number of comprehensive universities but significantly increased the number of specialized practical or technical institutions. As part of this process of re-organization, the formerly American-affiliated higher educational institutions were divided among, and absorbed by, other colleges and universities.
Per the 1949-1954 Common Program, Chinese students were required to participate in a nationwide study movement on political history and concepts, including new democracy.
In 1952, the Ministry of Education sought to develop a system of political counselors as a pilot program in universities. Tsinghua University established a political counselor program in 1953, becoming the first university to do so. In this program, new graduates who were also CCP members worked as political counselors in managing the student body and student organizations, often simultaneously serving as Communist Youth League secretaries.
In the late 1950s, language reform by way of simplified Chinese characters were introduced into schools, as well as in publications like newspapers. This language reform was intended to make reading easier and thereby increase literacy.
During the Great Leap Forward, the number of universities in China increased to 1,289 by 1960 and nationwide enrollment more than doubled to 962,000 in 1960. Educational reforms during the Great Leap Forward sought to increase student and staff participation in the administration process, to favor students from worker, peasant, or soldier backgrounds in admissions, and to increase the role of the Communist Party and of politics in schools. Beginning in 1961, universities rolled back these policy initiatives, and increase meritocratic university policies instead of egalitarian ones.
In 1962, Zhou Enlai directed schools to strengthen foreign language education. In July of that year, the Ministry of Education required that foreign languages (primarily English) be taught at the older grades of elementary schools. The next year, the Ministry required all schools and universities to further increase the number of English classes and to increase efforts to identify English language talent.
In the 1960s, Mao Zedong viewed the Chinese education system as hampered by a formalism that wasted young people's talents. By 1964, he argued that school curricula, which had been copied closely from the Soviet model of the 1950s, should be reformed. Mao proposed reducing the number of school years so that teaching could be combined with activities in fields like agriculture, industry, military service, and politics. Mao argued that these changes would overcome the limits of specialization and established social hierarchies.
Beginning in 1965, the Third Front campaign to develop basic industry and national defense industry in China's hinterlands also resulted in urban educational standards and pedagogy being brought to the countryside.
Larger danwei might have schools on their premises. |
History of education in China | Cultural Revolution | Cultural Revolution
The early stages of the Cultural Revolution disrupted education, which became one of the most contested socio-political matters. In June 1966, the national university entrance examinations were suspended. With the disruption in education, the secondary school classes of 1966, 1967, and 1968 which were unable to graduate on time later became known as the Old three cohort. Alongside a break in the direct progression from high school to college, the rural education system was expanded and rural high school graduates were expected to later return to their villages to contribute to rural development. Languages of ethnic minorities in China were labeled as part of the Four Olds, texts in minority languages were burned, and bilingual education was suppressed.
Based on a July 1968 comment by Mao Zedong, July 21st Industrial Universities were established at factories as part-time technical and engineering study programs. Mao had given the instruction to emulate the model of the Shanghai Machine Tool Factory university. Mao stated that short-term vocational courses should be created for current industrial workers. Factories around the country therefore established their own educational programs for technicians and engineers. By 1976, there were 15,000 July 21 Universities.
Cultural Revolution reformers wanted students to develop critical thinking, industrial skills, and farming skills, while still retaining a focus on academics. When schools re-opened in the early 1970s, the worker, peasant, soldier student was viewed as the main student constituency. Curriculum was revised with a focus on practical education and abstract learning and "bookishness" were condemned. Classroom education included only a fraction of the school day and the balance was spent in practical training. The precise mix of academic work and physical work varied by time and location.
In the early stages of the Cultural Revolution, shiying kebei (trial textbooks) heavily weighted towards practical knowledge such as operating machinery or pumps proliferated. By 1971, these textbooks had achieved a greater balance between practical knowledge and more traditional academic subjects.From 1973 to 1975, the practice of kaimen banxue (running an open school) was encouraged. Each week, students would have one afternoon of routine physical labor, students could go spend a month to learn a skill of their choosing at a factory, hospital, or the like.
Foreign language schools resumed in the early 1970s. Among their tasks was to work with peasants and workers revise foreign language dictionaries, eliminating aspects that were deemed "serious capitalist perspectives."
Until the 1975 restoration of the Ministry of Education, the State Council's Science and Education Group was the most important government body in the education bureaucracy. |
History of education in China | Hua Guofeng | Hua Guofeng
Beginning in 1977 during the Hua Guofeng era, the college entrance exam system was reintroduced. Its reintroduction decreased educational opportunities for the highly motivated, but not academically prepared, peasants who had benefited from the "worker, peasant, soldier" model of the later stage of the Cultural Revolution. Rusticated youths surged to take the examinations, eager to pick up the studies they had left off during the chaotic Cultural Revolution period. This included an older generation of students resuming their studies. Children from Third Front work units received preference on the new exam.
Vocational and practical training at the university level was greatly decreased in favor of research. Fewer rural people returned to their villages after completing their university studies. |
History of education in China | Deng Xiaoping | Deng Xiaoping
Deng endorsed the political counselor program in universities, which had been piloted by Tsinghua University before the Cultural Revolution and which had resumed in 1977. After its endorsement by Deng, the program expanded across higher educational institutions.'
Beginning in the 1980s, Hanyu pinyin became important in early education, with students learning it in tandem with, or even before, learning Chinese characters themselves. |
History of education in China | 1990s and early 2000s | 1990s and early 2000s
In 1990, less than 2% of China's adult population had college degrees. Since 2000, higher education has experienced a boom in China, with many universities and colleges being built in periurban areas. By 2015, more than 15% of adults had college degrees. The growth in college educational opportunities has been particularly large for those born in the 1980s. As of 2020, 54% of China's college-aged population was enrolled in college.
In 1991, the CCP launched the nationwide Patriotic Education Campaign. The major focus of the campaign was within education, and text books were revised to reduce narratives of class struggle and to emphasize the party's role in ending the century of humiliation.As part of the campaign, Patriotic Education Bases were established, and schools ranging from primary to the college levels were required to take students to sites of significance to the Chinese Communist Revolution. In history education, the Patriotic Education Campaign highlighted Japanese atrocities against China during the Second Sino-Japanese War.
Women's educational attainment grew considerably. By 2009 half of all college students were women. China's rate of increase in women's higher education levels has been substantially greater than countries with similar, and some countries with higher, per capita income levels.
Since the 1990s the Soviet model has been largely abolished in China, with many universities expanding or merging with others to provide more comprehensive education in parallel with specialized technical training. Also beginning in the 1990s, the political counselor system was further institutionalized and expanded in higher educational institutions throughout China, with standardized rules such as term limits and age limits being issued by the Ministry of Education in 2000.
In 2003, China's Ministry of Education called for adding environmental education content throughout the public school curriculum from the first year of primary school through the second year of high school.
Following the launch of the Free Lunch Project by a grassroots non-governmental organization, in 2011 China's central government established the National Nutrition Subsidies Policy to provide 16 billion yuan (US$2.32 billion) per year for rural students. |
History of education in China | Xi Jinping | Xi Jinping
In 2014, the General Office of the Chinese Communist Party and State Council of the People's Republic of China issued guidance on strengthening ideological education in colleges and universities. During Xi Jinping's tenure, numerous colleges and universities have established schools of Marxism. In 2012, there were about a hundred such schools nationwide; as of 2021, there were more than 1,440. Master's degree and Doctoral programs in Marxism have increased significantly since 2016. In 2017, Chinese universities and regional governments began establishing centers for the study of Xi Jinping Thought on ecological civilization. At least 18 such centers had been established as of 2021.
In 2021, the government shutdown private tutoring for schoolchildren based on the rationale that rising educational costs were antithetical to the goals of common prosperity.
Xi has also implemented a number of other education reforms. Schools are required to adjust their opening hours to be consistent with work hours in their area so that parents can pick-up their children directly after work (in order to reduce reliance on private classes for adult supervision after school hours). Schools must also promote health by requiring outdoor physical education classes daily and providing eye examinations twice per term. Private Tibetan schools have been closed and many Tibetans children attend mandatory state boarding schools.
As part of Xi's 2021 directive on "double lessening" (reducing excessive off-campus tutoring and reducing homework burdens), schools may not assign homework to children to grades one and two, homework is limited to no more than 60 minutes for children in grades three to six, and no more than 90 minutes for middle school children.
In 2021, the government shutdown private tutoring for schoolchildren based on the rationale that rising educational costs were antithetical to the goals of common prosperity. Shutting down private tutoring was intended to narrow the education gap between rich and poor. Rules issued in July 2021 prohibits new registration of private tuition tutoring centers and required existing centers to re-organize as non-profits. Tuition centers are prohibited from being listed on the stock market or receiving "excessive capital." They are no longer permitted to offer tutoring on the weekends or during public holidays.
Since September 2021, private schools providing compulsory education can no longer be controlled by foreign entities or individuals. Only Chinese nationals may serve on their Boards of Directors. In 2024, Chinese state media began urging higher education institutions to promote "love education" to boost the country's fertility rate. |
History of education in China | Islamic education | Islamic education
Jingtang Jiaoyu was a form of Islamic education developed during the Ming dynasty among the Hui, centered around Mosques. The Arabic and Persian language Thirteen Classics were part of the main curriculum.Allès & Chérif-Chebbi & Halfon 2003 , p. 13. In the madrassas, some Chinese Muslim literature like the Han Kitab were used for educational purposes.Chinese Muslim literature Liu Zhi (scholar) wrote texts to help Hui learn Arabic.Gibb 1954, p. 771. Persian was the main Islamic foreign language used by Chinese Muslims, followed by Arabic.Murata , pp. 13–14.
Jingtang Jiaoyu was founded during the era of Hu Dengzhou 1522–1597. There were 5 Persian books and the Qur'an was among 8 Arabic books which made up the "Thirteen Classics" (سابقة).
The Chinese Muslim Arabic writing scholars Ma Lianyuan 馬聯元 1841–1903 was trained by Ma Fuchu 馬复初 1794–1874 in Yunnan with Ma Lianyuan writing books on law 'Umdat al-'Islām (عمدة الإسلام) شىي ش grammar book on ṣarf (صرف) called Hawā and Ma Fuchu writing a grammar book on naḥw (نحو) called Muttasiq (متسق) and Kāfiya (كافية). Šarḥ al-laṭā'if (شرح اللطائف) Liu Zhi's The Philosophy of Arabia 天方性理 (Tianfang Xingli) Arabic translation by (Muḥammad Nūr al-Ḥaqq ibn Luqmān as-Ṣīnī) (محمد نور الحق إبن لقمان الصيني), the Arabic name of Ma Lianyuan.http://kias.sakura.ne.jp/ibnarabi/index.php?title=%E9%A6%AC%E8%81%AF%E5%85%83 Islamic names, du'ā' (دُعَاء), ġusl (غسل), prayers, and other ceremonies were taught in the Miscellaneous studies (Zaxue) 雜學 while 'āyāt (آيات) from the Qur'an were taught in the Xatm al-Qur'an (ختم القرآن) (Haiting). Ma Fuchu brought an Arabic Qasidat (Gesuide jizhu 格随德集注) poem to China.http://mideast.shisu.edu.cn/_upload/article/fb/db/19a957ee4eb3ae82fbbea2186643/47aadfee-840d-4e2c-a95c-a0284510f630.pdf
Hui Muslim Generals like Ma Fuxiang, Ma Hongkui, and Ma Bufang funded schools or sponsored students studying abroad. Imam Hu Songshan and Ma Linyi were involved in reforming Islamic education inside China.
Muslim Kuomintang officials in the Republic of China government supported the Chengda Teachers Academy, which helped usher in a new era of Islamic education in China, promoting nationalism and Chinese language among Muslims, and fully incorporating them into the main aspects of Chinese society.Mao 2011 . The Ministry of Education provided funds to the Chinese Islamic National Salvation Federation for Chinese Muslim's education."The China Monthly, Volumes 3–4" 1941, p. 14.O'Toole & Tsʻai 1941, The president of the federation was General Bai Chongxi (Pai Chung-hsi) and the vice president was Tang Kesan (Tang Ko-san)."The China Monthly, Volumes 3–4" 1941, p. 13. 40 Sino-Arabic primary schools were founded in Ningxia by its Governor Ma Hongkui."The China Monthly, Volumes 3–4" 1941, p. 14.
Imam Wang Jingzhai studied at Al-Azhar University in Egypt along with several other Chinese Muslim students, the first Chinese students in modern times to study in the Middle East.ed. Kurzman 2002, p. 368. Wang recalled his experience teaching at madrassas in the provinces of Henan (Yu), Hebei (Ji), and Shandong (Lu) which were outside of the traditional stronghold of Muslim education in northwest China, and where the living conditions were poorer and the students had a much tougher time than the northwestern students.ed. Kurzman 2002, p. 373. In 1931 China sent five students to study at Al-Azhar in Egypt, among them was Muhammad Ma Jian and they were the first Chinese to study at Al-Azhar."China Magazine, Volumes 6–7" 1941, p. 21."China at War, Volume 6" 1941, p. 21."Asia and the Americas, Volume 42, Issues 1–6" 1942, p. 21."Asia, Volume 42" 1942, p. 21. Na Zhong, a descendant of Nasr al-Din (Yunnan) was another one of the students sent to Al-Azhar in 1931, along with Zhang Ziren, Ma Jian, and Lin Zhongming.
Hui Muslims from the Central Plains (Zhongyuan) differed in their view of women's education than Hui Muslims from the northwestern provinces, with the Hui from the Central Plains provinces like Henan having a history of women's Mosques and religious schooling for women, while Hui women in northwestern provinces were kept in the house. However, in northwestern China reformers, such as Cai Yuanpei, started bringing female education in the 1920s. In Linxia, Gansu, a secular school for Hui girls was founded by the Muslim warlord Ma Bufang, the school was named Shuada Suqin Women's Primary School after his wife Ma Suqin who was also involved in its founding.Jaschok & Shui 2000, p. 96. Hui Muslim refugees fled to northwest China from the central plains after the Japanese invasion of China, where they continued to practice women's education and build women's mosque communities, while women's education was not adopted by the local northwestern Hui Muslims and the two different communities continued to differ in this practice.Jaschok & Shui 2000, p. 97.
General Ma Fuxiang donated funds to promote education for Hui Muslims and help build a class of intellectuals among the Hui and promote the Hui role in developing the nation's strength.,
Since the 1980s Islamic private schools (Sino-Arabic schools (中阿學校)) have been supported and permitted by the Chinese government in Muslim areas outside Xinjiang. |
History of education in China | Xi Jinping general secretaryship | Xi Jinping general secretaryship
Although religious education for children is officially forbidden by law in China, the CCP allows Hui Muslims to violate this law and have their children educated in religion and attend Mosques while the law is enforced on Uyghurs. In Uyghur communities, Islamic education for children has been prohibited and teaching the Quran to children has resulted in criminal prosecution. After secondary education is completed, China then allows Hui students who are willing to embark on religious studies under an Imam.Allès & Chérif-Chebbi & Halfon 2003 , p. 14. China does not enforce the law against children attending Mosques on non-Uyghurs in areas outside of Xinjiang. |
History of education in China | See also | See also
Academies (China)
Yuelu Academy
White Deer Grotto Academy
Guozijian (Imperial Academies)
Hanlin Academy
Boxer Indemnity Scholarship Program
Imperial examination
Imperial examination in Chinese mythology
Education in the People's Republic of China |
History of education in China | References | References |
History of education in China | Citations | Citations |
History of education in China | Bibliography | Bibliography |
History of education in China | General Studies | General Studies
Suzanne Pepper, Radicalism and Education Reform in 20th-Century China: The Search for an Ideal Development Model (Cambridge; New York: Cambridge University Press, 1996). History of social and political reform using schools.
John F. Cleverley, The Schooling of China: Tradition and Modernity in Chinese Education (North Sydney, NSW, Australia: Allen & Unwin; 2nd, 1991) |
History of education in China | Traditional China | Traditional China
Benjamin A. Elman, Alexander Woodside, eds., Education and Society in Late Imperial China, 1600–1900 (Berkeley: University of California Press, 1994). Scholarly articles.
Thomas H. C. Lee, Education in Traditional China: A History (Leiden; Boston: Brill, 2000) Google Books view on WorldCat .
Evelyn Sakakida Rawski, Education and Popular Literacy in Ch'ing China (Ann Arbor: University of Michigan Press, 1979). Shows that rates of literacy in the Qing dynasty were far higher than had been thought.
Zurndorfer, Harriet T.. 1992. “Learning, Lineages, and Locality in Late Imperial China. A Comparative Study of Education in Huichow (anhwei) and Foochow (fukien) 1600–1800. Part II”. Journal of the Economic and Social History of the Orient 35 (3). BRILL: 209–38. doi:10.2307/3632732. |
History of education in China | Modernization and Westernization, 1860–1949 | Modernization and Westernization, 1860–1949
Chaudhary, Latika, Aldo Musacchio, Steven Nafziger, and Se Yan. "Big BRICs, weak foundations: The beginning of public elementary education in Brazil, Russia, India, and China." Explorations in Economic History 49, no. 2 (2012): 221–240. online
Hayford, Charles W. "Literacy Movements in Modern China," in Harvey Graff and Robert Arnove, ed., Literacy Movements in Historical Perspective (New York; London, 1987), 147–171
Hayhoe, Ruth, Marianne Bastid, China's Education and the Industrialized World: Studies in Cultural Transfer (Armonk, N.Y.: M.E. Sharpe, 1987).
Hayhoe, Ruth. Education and Modernization: The Chinese Experience (Oxford; New York: Pergamon Press; 1st, 1992)
Lutz, Jessie Gregory. China and the Christian Colleges, 1850-1950 (Ithaca,: Cornell University Press, 1971). The growth and influence of thirteen colleges founded by Protestant missionaries.
Pepper, Suzanne. Radicalism and Education Reform in 20th-Century China: The Search for an Ideal Development Model (Cambridge; New York: Cambridge University Press, 1996)
Riordan, James and Robin Jones. Sport and Physical Education in China (London; New York: E & FN Spon, 1999). |
History of education in China | Educational Exchange | Educational Exchange
Cheng Li, Bridging Minds across the Pacific: U.S.-China Educational Exchanges, 1978–2003 (Lanham, Md.: Lexington Books, 2005)
Hongshan Li, U.S. – China Educational Exchange: State, Society, and Intercultural Relations, 1905-1950 (Piscataway: Rutgers University Press, 2007).
Edward J.M. Rhoads, Stepping Forth into the World the Chinese Educational Mission to the United States, 1872–81. (Hong Kong: Hong Kong Univ Pr, 2011). In depth study of the Chinese Educational Mission led by Yung Wing.
Islamic
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History of education in China | The People's Republic, 1949- | The People's Republic, 1949-
Howard Gardner, To Open Minds: Chinese Clues to the Dilemma of Contemporary American Education (New York: Basic Books, 1989). The observations of a leading American educationist who visited China in the 1980s and ascribed the effectiveness of Chinese education to underlying cultural attitudes and political choices.
Emily Hannum and Albert Par, eds.,. Education and Reform in China. London; New York: Routledge, Critical Asian Scholarship, 2007. xx, 282 p.p. Google Books view on WorldCat. Comprehensive collection of articles on finance and access under reform; schools, teachers, literacy, and educational quality under market reforms after the death of Mao in 1976.
Shi Ming Hu Eli Seifman, eds. Toward a New World Outlook: A Documentary History of Education in the People's Republic of China, 1949–1976 (New York: AMS Press, 1976)
Xiufang Wang. Education in China since 1976. Jefferson, N.C.: McFarland & Co., 2003. . . Google Books view on WorldCat
Xiulan Zhang, ed.,. China's Education Development and Policy, 1978–2008. Leiden; Boston: Brill, Social Scientific Studies in Reform Era China, 2011. xix, 480 pp. Google Books view on WorldCat Translations of articles by specialists in the PRC on policy making; early childhood education; basic education; special education; vocational education; ethnic minority education; private education.
Ruth Hayhoe, China's Universities and the Open Door (Armonk, N.Y.: M.E. Sharpe, 1989)
Julia Kwong, Chinese Education in Transition: Prelude to the Cultural Revolution (Montreal: McGill-Queen's University Press, 1979)
Heidi A. Ross, China Learns English: Language Teaching and Social Change in the People's Republic (New Haven: Yale University Press, 1993)
Jonathan Unger, Education under Mao: Class and Competition in Canton Schools, 1960–1980 (New York: Columbia University Press, 1982)
Jing Lin, Education in Post-Mao China (Westport, Conn.: Praeger, 1993)
Periodicals
Chinese Education M.E. Sharpe. A journal of translations from Chinese sources.
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History of education in China | Table of Content | Short description, Shang and Zhou dynasties, The Warring States period, Han era, The Sui and Tang dynasty, Medieval period, Qing dynasty, Modern era, Republic of China, People's Republic of China, Cultural Revolution, Hua Guofeng, Deng Xiaoping, 1990s and early 2000s, Xi Jinping, Islamic education, Xi Jinping general secretaryship, See also, References, Citations, Bibliography, General Studies, Traditional China, Modernization and Westernization, 1860–1949, Educational Exchange, The People's Republic, 1949- |
File:Convergence of the Grand and Red Cedar Rivers (Lansing, Michigan).jpg | Information
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