‘They shall grow not old’: An analysis of trends in memorialisation based on information held by the UK national inventory of war memorials     

Jane Furlong  Lorraine Knight  Simon Slocombe 《Cultural Trends》2002,12(45):1-42

This chapter of Cultural Trends discusses ways in which war memorials demonstrate changing cultural or societal trends in the UK through their various forms and functions, and through the evolution of memorialisation itself.

It introduces the UK National Inventory of War Memorials, an archive which was established in 1989 and which records details of memorials throughout the UK. The chapter is based on data and detailed examples taken from the 47,000 records currently input on the archive's database and it explores those records to examine memorials commemorating the Boer Wars, First and Second World Wars and the Korean War, in particular.

The first section considers general issues regarding war memorials in the UK ‐ the ways in which memorial styles have changed, and how these reflect changing attitudes towards those who served in the armed forces in the late 19th and 20th centuries.

The second section is about the pragmatics of memorialisation, and focuses on the significance of where memorials are positioned, whether inside or out and within public or private spaces; the increase in secularisation; the geographical spread of memorials; and issues related to urban and rural memorialisation.

The third section considers the evolution of memorials from being a focus for grief for those whose friends and relations’ bodies were not returned, to manifesting veterans groups’ assertions of their identity many years after a conflict. The physical movement of memorials is also covered, ranging from memorials which have been lost or neglected, through to memorials being moved in order to preserve them so that remembrance services can continue. Peaks and troughs of memorialisation through the 20th century are also considered.

To conclude, the fourth section pulls together various threads drawn throughout the chapter, analysing memorials chronologically, geographically, stylistically and in terms of their relative ‘popularity’.  相似文献   

Pigeons can fly     

Jane Work 《Early Childhood Education Journal》1988,15(3):34-35

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1. “… A pupil for life.”     

Jane McCelland 《Annals of dyslexia》1974,24(1):48-49

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Study of central child abuse registers in England and Wales 1977     

Jane Jenkins 《Child abuse & neglect》1979,3(1):175-177

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EDITORIAL     

Philip Garner  Jane Prickett 《Support for Learning》2008,23(1):2-2

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What's Coming Off the Shelves? A Reference Use Study Analyzing Print Reference Sources Used in a University Library   总被引：1，自引：0，他引：1  

Jane T. Bradford  Reference Librarian 《The Journal of Academic Librarianship》2005,31(6):162

To what extent is the print reference collection being used? Use of the print collection at a small private university was tracked for a four-month period. The results suggest that the reference collection is too big and underused.  相似文献   

Guest Editor’s Notes     

Jane Zahner  Kyle Peck 《TechTrends》2002,46(3):2

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Using Desk-top Publishing to Develop Literacy     

David Wray  Jane Medwell 《Literacy》1989,23(2):62-68

Desk-top publishing is an important growth area in the use of computers in business, and it is beginning to have an impact in schools. In this paper we examine the learning benefits which may accrue from the use of desktop publishing techniques with children, especially in terms of the development of literacy skills. Desk-top publishing is analysed as an extension of word-processing, but with several extra important features. The paper concludes by describing some of the possible ways of using desk-top publishing in the classroom.  相似文献   

Some Dilemmas in Implementing the Criteria for Continuous Assessment in GCSE English     

Jane Taylor  Gwen Wallace 《British Journal of Sociology of Education》1990,11(1):49-64

Using evidence from a two‐year case study of teachers in a comprehensive school who were implementing the new GCSE examination in English, we explore the origins and development of two dilemmas. Opting to join a large consortium of schools using teacher‐based, criterion‐referenced, continuous assessment, the staff faced these different but interrelated questions. (1) As individuals, could they maintain the motivation of their classes if, early in the course, pupils could guess their ultimate grades? (2) As collegiate agents of the grading process, could they standardise their varied, individual assessments in line with GCSE expectations? We argue that the strategies teachers developed reflected the dilemmas they faced. The dilemmas derived from contradictions built into the course.  相似文献   

Computers and the writing process     

Jane Dorner 《Learned Publishing》1991,4(3):162-164

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