Search

Your search keyword '"Grever, Maria"' showing total 426 results
Start Over Author "Grever, Maria"

Refine your results

more »

more »

more »

more »
426 results on '"Grever, Maria"'

105. Wikipedia

Author

Ribbens, Kees, Grever, Maria, and Department of History

Published
2015

107. Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the Netherlands

Author

van Boxtel, C, Grever, Maria, Klein, S, Ercikan, K., Seixas, P., ASH (FGw), ILO (RICDE, FMG), and Department of History

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The College Board's Advanced Placement (AP) courses and exams are unique in providing a uniform assessment experience to American and international high school students in the fields of United States, European, and World History. This chapter describes how recently announced changes to these courses and exams could affect the way millions of high school students and teachers experience the study of the past. The exam questions follow the scope and content of the AP Course Description, which outlines the topics that students expect to study. The effort to redesign AP history had to begin with a curriculum framework that explained at what depth students needed to learn about historical facts, while making clear how students should articulate skills and habits of mind that show evidence of authentic historical understanding. In order for teachers to have the instructional flexibility needed to improve student's understanding depth and historical thinking skills, the structure and nature of the AP exam had to change.

Published
2015

109. Leren voor het vaderland?:De slag bij Waterloo in Nederlandse geschiedenismethoden

Author

Grever, Maria, Scharink, James, Grever, Maria, and Scharink, James

Abstract

In this article we discuss how and why the Battle of Waterloo was represented in Dutch history textbooks for secondary education during the twentieth century. How many pages were devoted to the battle? Who were the protagonists? The research shows that the number of pages devoted to Waterloo decreased, a tendency which was strengthened after World War II. Particularly between 1960 and 1990 schoolbooks dismissed national and military history, including the Battle of Waterloo. Remarkably, we also noticed for the whole period an epic concentration on Napoleon, Blücher en Wellington. The schoolbooks seem to follow British historiography and hardly paid attention to crown prince William of Orange. The probable reasons for this was that the topic was often placed in a chapter about European history. Since 2000, Dutch history textbooks focus more on national history. However, the Battle of Waterloo remains a minor topic. Textbooks also ignore the diversity of the allied forces, including the military contribution of the Dutch prince.

Published
2016

110. Correctie op geschiedtheorie

Author

Grever, Maria and Grever, Maria

Abstract

Het artikel van Chris Lorenz, ‘Typically Dutch’ over de geschiedtheorie in Nederland (TvG 2016, nr. 1) bevat enkele feitelijke onjuistheden die ik graag recht wil zetten, al was het maar voor toekomstig historiografisch onderzoek.

Published
2016

111. Introduction: the Appeal of Heritage Education

Author

van Boxtel, C., Grever, M., Klein, S., van Boxtel, C, Grever, Maria, Klein, S, van Boxtel, C., Grever, M., Klein, S., van Boxtel, C, Grever, Maria, and Klein, S

Published
2016

112. Yearbook for Women's History, Vol. XVII: Geld und Goed

Author

GREVER, MARIA

Subjects
Yearbook for Women's History, vol. 17, Geld und Goed. (Book), Books -- Book reviews, History, Regional focus/area studies
Abstract

Almost everywhere in the world men possess more property than women and acquire property in different ways. Yet women have certainly not been excluded from property. The gender bias of [...]

Published
2000

117. Transforming the public sphere: the Dutch national exhibition of women's labor in 1898

Author

Grever, Maria., Grever, Maria., Waaldijk, Berteke., Grever, Maria., Grever, Maria., and Waaldijk, Berteke.

Abstract

Electronic access restricted; authentication may be required, American Council of Learned Societies History E-Book Project, (Heb) heb04502.0001.001, Http://hdl.handle.net/2027/heb.04502, Permission must be received for any subsequent distribution in print or electronically. Please contact info@hebook.org for more information.

Published
2004

123. Respiración para el tratamiento de trastornos crónicos: ¿Entrenar la mecánica o la química respiratoria?

Author

Ruvalcaba Palacios, Gerardo, Galván Guerra, Andrea, Avila Sansores, Grever Maria, Ruvalcaba Palacios, Gerardo, Galván Guerra, Andrea, and Avila Sansores, Grever Maria

Abstract

Uno de los supuestos básicos de las intervenciones basadas en el entrenamiento de la respiración es que su control promoverá en el paciente mejores estados emocionales y de salud. Estos supuestos se apoyan en las relaciones que existen entre la mecánica respiratoria, la actividad cardiaca, y la activación parasimpática que se le relaciona. Así, es común que estas intervenciones se basen en el control de la mecánica de la respiración, sin embargo, igual o más importante es el control de la química respiratoria, pues alteraciones en el intercambio de O2 y CO2 se asocian con el establecimiento de síntomas crónicos y con el desarrollo de estados emocionales negativos.En el presente artículo se ofrece una revisión sobre la mecánica y la química respiratoria, con el objetivo de resaltar la necesidad de considerar a esta última como elemento importante en la modulación respiratoria para el tratamiento de síndromes crónicos. Se finaliza con recomendaciones sobre la forma de desarrollar entrenamientos para modificar la química respiratoria.

Published
2015

130. Paradoxes of proximity and distance

Author

Grever, Maria, Hodel, J., Waldis, M., Ziegler, B., and Department of History

Abstract

The current fascination with heritage has generated a distinct type of teaching and learning designated by the term heritage education. In the research we conduct at Erasmus University Rotterdam we analyse the use of heritage in Dutch educational settings. In order to spark students' interest museums and other heritage institutes often bring history alive by fabricating physical and discursive bridges between past and present. Yet the perceived immediate experience of the past easily discourages a critical attitude, while marginalizing other voices. Hence, whereas the evoked proximity of the past appeals to students it might generate exclusion as well. This article theorizes the paradoxes of proximity and distance in heritage education. It advocates a need for a balanced historical distance concerning the levels of temporality and engagement to make room for shared understanding.

Published
2013

Catalog

Books, media, physical & digital resources
See catalog results