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We propose a new framework for understanding post-conflict history education based on ethnographic fieldwork in the same South African school two decades apart. We explore how and why teachers engage with the legacies of conflict in 1998 and 2019 by investigating how they draw boundaries around 1) time, what the conflict period is and how stark lines are between past and present; 2) source, where knowledge resides and legitimacy of expertise and lived experience; and 3) responsibility, who creates and who benefits from social change, particularly vis-à-vis individual and collective action. We suggest that by looking at why, how, where, and by whom these lines between past/present, historiography/experience, and individual/structural responsibility are drawn, we can strengthen comparative approaches to understanding post-conflict history education. [ABSTRACT FROM AUTHOR]

One of the Editors’ 2022 Challenges to the Field was: What is the story this government wants us to tell our children? What is education for? Continuing this conversation leads to a related question: What can be learnt from reviewing the history of schooling in Australia in this light? I argue here that the nation’s founding discourse of White Australia produced a purposeful project of schooling and teacher education designed to ‘keep rural Australia white’. This also led to the disassociation of rural education and Aboriginal education that remains problematic for rural schools today. As a form of truth-telling from a non-Indigenous perspective, I offer a basis for reflection on the extent to which 21st Century educational practices continue to (re)produce this discourse. Understanding the past – about how the newly federated Australian states century set out to educate their future citizens – is crucial for teacher education aiming for social and environmental justice and change. An anti-colonialist reading of this history of colonial settler schooling might help us understand why the discourse of White Australia (and the systematic regimes of ‘truth’ about our country, its original inhabitants, and its waves of new settler-citizens) has remained so powerful over time. [ABSTRACT FROM AUTHOR]

This study deals with the history of teacher training system in modern Turkey starting from mid-19th century to present times. The goal of this study is to describe the historico-discursive formation of the system. I used an analysis of institutional, rhetorical and programme contexts to determine and define discursive phases. The results indicated that teacher training system in Turkey has three overarching discursive phases and three corresponding teacher types; enlightenment-secularization era, the roll-back and conservatism era, and neoliberalization era, corresponding to missionary-teacher, expert-teacher and dysfunctional technician-teacher types, respectively. [ABSTRACT FROM AUTHOR]

Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the 'history wars'. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and to discuss the possible pitfalls of their decision making. We set out to answer the following questions: (1) How do history teachers and subject leads understand the concept of diversification within the history curriculum? (2) How are schools approaching the diversification of their history curriculum? We carried out this project collaboratively with 10 history teachers and subject leads from four primary and three secondary schools in Kent, South‐East England. As a result, we have developed a model of 'school diversification' and make several recommendations to support the development and teaching of increasingly diverse history lessons, within the confines of the current National Curriculum. This project adds to the literature by privileging the voice of teachers within classrooms and including collaboration between teachers of all phases within history education in English schools to support the development of diversity within their practice. [ABSTRACT FROM AUTHOR]

The article provides an overview of two books, "At the Center: American Thought and Culture in the Mid-Twentieth Century" and "The Ideas That Made America: A Brief History," which explore the role of ideas in shaping American culture and society during the mid-twentieth century. The authors examine the influence of ideas on practical power and the relationship between ideas and culture. The books offer insights into the movement of ideas across cultures and their impact on intellectual history. The article also discusses the transdisciplinary perspective of "At the Center" and its relevance to the social sciences, including economics. It highlights the search for core principles and consensus in midcentury thought and culture, as well as efforts to broaden Americans' intellectual horizons after World War II. The text delves into the intellectual and cultural shifts in America from 1948 to 1963, focusing on centering and decentering tendencies. It explores various aspects of American culture during this period, such as attempts to define a distinct American culture, the influence of economics on thought, the rise of postmodernism and identity politics, and the impact of globalization. The authors argue that while there were efforts to establish a unified American culture, there were also movements towards decentering and fragmentation. The text suggests that understanding the changes in American economics during this time is crucial for a comprehensive understanding of American thought and culture. [Extracted from the article]

AbstractThe purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history. [ABSTRACT FROM AUTHOR]

This study analyses the images of the future of Spanish secondary school students (n = 252) from two perspectives. First, from the relationship between representations of the personal future and the social future. Second, the potential influence of the specific training of Geography and History teachers in education for the future on the construction of these representations. From a descriptive, predictive‐correlational and relational design, the results obtained report the existence of significant positive correlations, high effect sizes and optimal statistical power between the ways in which students conceive the social future and their own personal future. They also show the existence of statistically differential proportions between the two representations, less optimistic and progressive when thinking about the future of society. Similarly, the results report evidence of higher probabilities of obtaining positive perceptions about the social future when teachers have previous training in education for the future. The findings also show the need to rethink the concept of the future, in close connection with historical‐temporal awareness, as the core of the aims of social science teaching. [ABSTRACT FROM AUTHOR]

The article offers guidance to history teachers for making thinking and revision routines in the Victorian Certificate of Education (VCE) history classroom to keep pace with the curriculum and to encourage active listening, idea generation and connection-making. Topics discussed include the practice of free-writing to generate ideas, the Micro Lab Protocol for evaluating and validating causes of historical events such as the Russian Revolution, and the Generate-Sort-Connect-Elaborate routine.

The article explores the role of history teachers in the future of Australian democracy. Topics discussed include crisis in history education as a discipline given the decline in enrolments and shrinking number of permanent staff in humanities departments, deterioration of democratic conventions such as freedom of the press and judicial independence, and role of history education in safeguarding and reinvigorating Australian democracy by providing a common ideal of legend or mythology.

This article provides a comparison of junior history education in Japan and New South Wales, Australia. It acknowledges the history wars and controversies surrounding history textbooks in both countries but emphasizes that the everyday teaching of history differs from media portrayals. Japan has a centralized education system with strict control over curriculum and textbooks, while Australia's system is more decentralized. Both countries require students to study history in junior secondary years, but there are differences in the content and emphasis on national history. Japan has more rounds of examinations compared to Australia. The article also discusses the differences in teaching approaches, with Japan focusing more on textbooks and examinations, while New South Wales emphasizes disciplinary and historical thinking. However, recent curriculum guidelines in Japan aim to promote skills acquisition and critical thinking. [Extracted from the article]

This article is a conversation between two history teachers, Toni Hurley and Nikki Brown, discussing their experiences teaching history. Toni, a retired teacher with 30 years of experience, reflects on her career and highlights such as organizing a trial referendum and incorporating engaging activities in her lessons. She also discusses challenges like curriculum changes and increasing prescriptiveness. Nikki, a teacher on parental leave, discusses current challenges like AI and misinformation, emphasizing the importance of critical literacy. Both teachers appreciate the support of the History Teachers' Association of NSW (HTANSW) in promoting history education. The article concludes with an invitation to contribute to the Teaching History journal. [Extracted from the article]

The History Teachers' Association of New South Wales (HTANSW) is celebrating its 70-year anniversary. Founded in 1954 by Renée Erdos, the association aims to address the neglect of history education compared to other subjects. The article explores the changes in history teaching over the years, including the impact of technology and the importance of critical thinking. HTANSW is currently undergoing a strategic shift to meet the needs of its members and is focused on embracing technology and interdisciplinary approaches to enhance students' learning experiences. The association also advocates for history educators and addresses challenges in curriculum changes and teaching critical thinking in a world of misinformation. [Extracted from the article]

This article explores the shifts in history education theory, policy, and practice in England, focusing on the debate between prioritizing substantive content or disciplinary concepts in historical learning. It discusses the changes in the National Curriculum and the opposition they faced from different perspectives. The article argues for the importance of both substantive knowledge and conceptual understanding in history education, emphasizing the need to move beyond a binary approach. It also discusses the influence of cognitive science on education and suggests that students should develop mental frameworks, or schemata, for interpreting and engaging with historical information. The text concludes by advocating for a broader use of cognitive science in history education, incorporating not only knowledge and disciplinary understanding but also dispositions. [Extracted from the article]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Covid-19 pandemic and Black Lives Matter protests have given renewed impetus to campaigns against racial inequality. In education, the issue of curriculum – and particularly the history curriculum – has been at the centre of campaigns to "decolonise the curriculum". While barriers to the teaching of "diverse" British histories in England's classrooms have long been recognised, relatively little research has been done on the crucial role of history teacher educators and teacher training in developing a diverse profession, practice, and curriculum. This paper seeks to address these gaps through analysis of interviews with history teacher educators, trainee history teachers and key stakeholders. In particular, it explores the responses of history teacher educators to recent calls for curriculum reform, charts how these demands for change have influenced thinking and practice in Initial Teacher Education (ITE) in history and identifies ongoing challenges to the development of more inclusive curriculum and pedagogic practice. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry. [ABSTRACT FROM AUTHOR]

AbstractSecondary learners are often exposed to the triumphs and tragedies of World War II. Unfortunately, however, students receive less awareness of the experiences and contributions of Black Americans to the war effort. Thus, this article provides secondary teachers with a brief history of WWII from the perspective of African Americans and pedagogical strategies as a means of elevating hidden histories and engaging students in social studies concepts. [ABSTRACT FROM AUTHOR]

Social scientific reasoning (SSR) is essential to social science education and to a democratic society as a whole. Students are challenged to analyze and reason about social problems such as social inequality, crime, and poverty. However, students experience difficulties with SSR. This study addresses the research question: Which design principles can guide teachers in designing lessons that promote social scientific reasoning? In this design-based research, four social science teachers employed a conceptualization of SSR and its levels together with three initial design principles to develop curriculum materials and activities. These design principles and curriculum materials were piloted in two secondary education classes (9th and 10th grades) and evaluated by four social science teachers, four social science teacher educators and 90 students. The study produced six design principles that can promote students' SSR. In combination with the curriculum materials, those design principles can help develop teachers' pedagogical content knowledge and guide the design of tasks and units that develop SSR. [ABSTRACT FROM AUTHOR]

This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents a new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey (n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos-short, easily accessible, and fun-fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom. [ABSTRACT FROM AUTHOR]

The digital revolution has widened the array of curriculum materials available to history teachers. Given the variable quality of these new materials and the deeply contextual nature of teaching, educators need better tools for selecting among the vast options available. This study aimed to validate a device designed for that purpose, called the Curriculum Materials Evaluation Tool (CMET). Using a questionnaire and think-aloud interview, the study examined how four social studies teachers evaluated a novel material set for potential classroom use, and how the CMET mediated their analysis. Findings showed that the teachers preferred when materials are readily accessible and adaptable for their specific teaching context, in contrast to "one-size-fits-all" resources that dominate the Web. The CMET appeared to foster a deeper and broader analysis of the given material set, especially regarding its political and cultural orientation. The study suggests that teachers' role in vetting and adapting digital materials be recognized and embraced. The CMET can contribute to that end through its use in district adoption committees, teacher professional development, and collaborative curriculum research. [ABSTRACT FROM AUTHOR]

Ganch (fired clay ceramics with gypsum) has long been an integral part of the interior and exterior decoration for appropriate buildings to make them stand out. First of all, these are classy palaces, Buddhist traditional harem-type buildings in Western and Central Asia and other mosques, madrasas, mausoleums and minarets in some Oriental cultures associated with Islam. In particular, in the territories of Khorasan (now a part of modern Uzbekistan, was Iran, referred to as some kingdoms sort of the Bukhara emirate). The goal is to establish the origins of oynavand-o'uma, (stucco network decorations made of alumina with coloured powders and shiny pearl or mirror elements), which are genetically related to monuments in Uzbekistan and Georgia of the 5th/7th-19th centuries. The following methods were used in this study: analysis, generalisation and systematisation. The study highlighted that in the pre-Arabic period of the Iranian-speaking tribes of the Eftalites and Bukharhudates, who were simultaneously influenced by Buddhist and Greco-Byzantine cultures, the phenomenon of a local plastic canon was formed, which laid the foundation for the development of carved alabaster and plaster, which further developed without a figurative component during the Muslim era and spread to Asian lands until the time of the Turkic-Persian Qajar dynasty, reaching not only Uzbekistan and Tajikistan, but also Georgia. The study also discussed the specific features of art education in the context of preserving and developing the cultural heritage of the regions. The findings of this study can be used by specialists in the field of studying the evolution of the plastic canon of monumental and decorative art of certain Eastern countries, experts in the scientific restoration and reconstruction of oriental visions of the synthesis of painting with ganch and mirrors, as well as teachers of the history of oriental culture. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We discuss an original study and two replications conducted over 18 years examining the impact of Teacher Study Group (TSG) in Vocabulary, a professional development (PD) approach for improving pedagogy and student learning. Study 1 focused on the design and development of the PD and included a small-scale randomized controlled trial to assess the efficacy of the TSG model with grade 1 teachers. Study 2 was a scale-up study conducted in grade 1. Study 3 examined the efficacy of the TSG when implemented with grade 8 teachers of American history. We highlight similarities and differences in methodology and results among the studies and conclude with a discussion of the pattern of findings followed by a reflection on issues emanating from this line of research. [ABSTRACT FROM AUTHOR]

This document titled "The Cinema is a History Classroom: Interpreting the Past Through Historical Film" is a teaching resource that provides a lesson plan for exploring the purpose and role of historical fiction in film. The lesson includes activities such as defining historical fiction, discussing the purposes of historical fiction, examining the role of historians in the filmmaking process, brainstorming incentives and disincentives for filmmakers to present accurate representations of the past, discussing sensitive topics in film, and considering the critical engagement of audiences with filmic interpretations. The document also suggests further reading for teachers interested in exploring the topic in more depth. [Extracted from the article]

This document is an introduction to ancient China, designed to engage students at the beginning of the topic. The lesson focuses on students' background knowledge of China's location, culture, and historical terms. The learning outcomes include describing the geographical setting and exploring Chinese characters and pronunciation. The lesson includes activities such as locating China on a map, creating an ancient China source profile, listing inventions, and writing names using Chinese characters. The document provides links to videos and resources for further exploration. [Extracted from the article]

'Kumva and Kwibuka: Listen and Remember' is an organization founded in 2022 by survivors of the 1994 Genocide Against the Tutsi in Rwanda. The program aims to raise awareness about the genocide and provide a safe space for survivors living in Australia to share their stories. By bringing survivors into schools, students have the opportunity to listen to their recollections and gain a deeper understanding of the historical event. The program emphasizes the importance of teaching about genocide and the role of oral recollections in preserving the dignity and agency of survivors. It also addresses the historical debate surrounding the use of oral testimony and ensures that the material is appropriate for students of different ages and levels of knowledge. Teachers can expect an intellectually and emotionally engaging program that includes interactive elements and ends on a positive note. The program has received positive feedback from schools and aims to continue reaching more students in the future. [Extracted from the article]

The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke's six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency.

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities. [ABSTRACT FROM AUTHOR]

Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers, as a whole, improved in discussion facilitation. Case analysis of two successful and two less successful coach–teacher pairings revealed that successful coaches were more likely to focus on eliciting students' argumentative discourse whereas less successful coach planning sessions focused on discrete historical content knowledge and the disciplinary heuristics of historical thinking. It appears that coaching that emphasized a conceptual redirection toward inquiry and a pedagogical toolkit for fostering student discourse was more closely tied to growth in discussion facilitation and opportunities for student historical reasoning than a coaching approach more narrowly focused on historical concepts. [ABSTRACT FROM AUTHOR]

In recent decades, history and education scholars in the Western world have argued for a constructivist approach to disciplinary thinking in the teaching and learning of History, known as historical thinking. Yet, there has been little classroom-based empirical research exploring how teachers engage with historical thinking theory, enact related practices in the classroom, and, in Canada, utilize historical thinking concepts. The multiple-case study outlined here addresses this gap, by offering descriptive details and insights regarding four Canadian secondary school teachers’ attitudes, understandings, implementation, and applications of historical thinking in lessons and assessments. Differences among these teachers’ perceptions and practices indicate that historical thinking is not a singular pedagogical approach. Yet, common elements revealed two broadly drawn typologies that may serve as inspiration and provide concrete examples for history teachers wishing to develop their own historical thinking practices. Rich descriptions also provide unique insights into how the teachers use their judgment and knowledge in the choices and decisions they make to move theory to practice. Finally, this study offers a methodology for the continued classroom-based study of historical thinking. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums. Design/methodology/approach: I participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland. Findings: The findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms. Originality/value: This study is not under review with another journal. [ABSTRACT FROM AUTHOR]

The article focuses on the Australian government's framework for the use of generative AI in education, emphasizing its role in supporting History teachers. Topics include defining generative AI as technology capable of creating text, images, audio, and video, the framework's core principles such as Teaching and Learning, Human and Social Well-being, and implications for History teachers in Victoria, including the importance of critical engagement with AI's biases and limitations.

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)