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This volume focuses on Catholic Church history in Australia by lookimg at certain figures (Archdeacon John McEencroe, Lwesi Harding, Bishop Chalres Henry Davis, Cardonal Gilroy) as well as themes: Catholc Social Justice and parliamentary politics, humanae vitae and Tridentine clericalism, and the emergence of Catholic education offices.
St Bede's Catholic Church in Pyrmont Street is the oldest, continuously functioning church on the Pyrmont peninsula. The Sydney Morning Herald article on the laying of the foundation stone (7/2/1867) stated that, when completed, the new church would be "a very neat and elegant structure".
This book positions inquiries into the historical abuse of children in care within the context of transitional justice. It examines investigation, apology and redress processes across a range of Western nations to trace the growth of the movement, national particularities and the impact of the work on professionals involved.
Known affectionately as ‘Padres’, chaplains have been integral to the Australian Army for a century. From the legendary William ‘Fighting Mac’ McKenzie, whose friendships with diggers in the trenches of Gallipoli and France made him a national figure in 1918, to Harold Wardale-Greenwood, who died caring for the sick while a POW on the brutal Sandakan ‘death march’ in July 1945, this book assesses the contribution of Australian Army chaplains in conflicts and peacekeeping missions, in barracks and among service families. Drawing on a wealth of original archival material and little known published sources, Captains of the Soul represents the first comprehensive account of Australian Army chaplains. It surveys their changing role and experience from the Great War of 1914–18 to the recent conflict in Afghanistan; charts the evolution of the Royal Australian Army Chaplains’ Department across its first century; and addresses the significance of Army chaplaincy for Australia’s military, religious and cultural history. It is a story of personal conviction and selfless devotion.
Russians in Cold War Australia explores the time during the Cold War when Russian displaced persons, including former Soviet citizens, were amongst the hundreds of thousands of immigrants given assisted passage to Australia and other Western countries in the wake of the Second World War. With the Soviet Union and Australia as enemies, skepticism surrounding the immigrants’ avowed anti-communism introduced new hardships and challenges. This book examines Russian immigration to Australia in the late 1940s and 1950s, both through their own eyes and those of Australia's security service (ASIO), to whom all Russian speakers were persons of interest.
This book explores the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in light of recent shifts in quality and standards-driven education, and policy research. The book critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way the shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. With this as its focus, the book’s individual chapters highlight hand-picked scholarly research on major discourses in the field of comparative education. A compendium of the very latest thinking on the subject, the book – like the other volumes in the series – offers a state-of-the-art sourcebook for researchers, practitioners and policymakers alike. Not only do the chapters offer a timely overview of current issues affecting comparative education and education policy research in what is now a global educational culture; they also outline future directions that education and policy reforms could take. By doing so, they provide a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, they address globalisation, ideology and democracy and examine both the reasons for and outcomes of education reforms and policy change. As such, they provide an informed critique of models of quality and standards-driven education reforms that are informed by Western dominant ideologies and social values.
This book presents a global overview of discourses of globalization, current research in education and education policy reforms. It first examines globalisation, education and policy research and reforms in education, including coverage of main trends in education and policy reforms globally, as well as specific policy issues such as equity, inclusive schooling and quality education for all. Next, it offers a comparative perspective in evaluating the ambivalent and problematic relationship between globalisation, ideology, the state and education reforms globally. One significant impact of globalization on education policy and reforms is the competitive comparison of education systems. These comparisons are usually based on common achievement tests such as TIMSS, PIRLS and PISA. Major policy reforms are frequently justified with reference to these achievement data. The book features coverage of education reforms globally, and academic achievement syndrome. Not only do the chapters offer a timely analysis of current issues shaping education policy research, but the book also contains ideas concerning the future directions that education and policy reforms could take, to offer more democratic and equitable education. Respective chapters critically assess the dominant discourses and debates on education and policy reforms. By doing so, it provides a comprehensive view of the diverse and intersecting discourses on globalisation and policy-driven reforms in education.
“Speak my name so that I may live again” was often written on the walls of Egyptian tombs, imploring visitors to speak the names of the dead and make offerings on their behalf. These acts of continued remembrance sustained the dead in the afterlife. Speak My Name: Investigating Egyptian Mummies explores the coffins and mummies of Meruah, Padiashaikhet, Horus and Mer-Neith-it-es, who lived in Egypt between 1200 BCE and 100 CE and whose mummies and/or coffins are now in the Chau Chak Wing Museum at the University of Sydney. A multidisciplinary team provides new insights into mummification and coffin manufacture in ancient Egypt through a combination of scientific and Egyptological methods, including CT imaging, skeletal analysis, radiocarbon dating, and digital modelling and illustration. Their discoveries illuminate the personhood of the individuals these mummies and coffins represent. Advances in technology allow us to respectfully learn about their daily lives, including nutrition, health and disease. Beautifully illustrated, Speak My Name demonstrates how science and archaeology work together to help us better understand the past. By studying the life and death of Meruah, Padiashaikhet, Horus and Mer-Neith-it-es, we speak their names again.
This book reflects on the most appropriate methods of teacher preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition. The authors offer exciting and innovative opportunities to inform contemporary practice from international examples.