Editors Blanplain,Roger Etc:Codex: International Labour and Social Security Law
- pocketboek 2015, ISBN: 9789041117205
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New York: D. Appleton and Company, 1897. Hard Cover. Good/No Jacket. 0x0x0. 1897 printing. Some pencil marginalia. xxxvii, 337 pp. Thirteen plates, some comprising of two panels, and ei… Meer...
New York: D. Appleton and Company, 1897. Hard Cover. Good/No Jacket. 0x0x0. 1897 printing. Some pencil marginalia. xxxvii, 337 pp. Thirteen plates, some comprising of two panels, and eight pages of publisher ads follow text. Froebel coined the word Kindergarten. ABOUT THE AUTHOR: Friedrich Froebel, Froebel also spelled Fröbel, in full Friedrich Wilhelm August Froebel, (born April 21, 1782, Oberweissbach, Thuringia, Ernestine Saxony [now in Germany]âdied June 21, 1852, Marienthal, near Bad Liebenstein, Thuringia), German educator who was founder of the kindergarten and one of the most influential educational reformers of the 19th century. Froebel was the fifth child in a clergymanâs family. His mother died when he was only nine months old, and he was neglected as a child until an uncle gave him a home and sent him to school. Froebel acquired a thorough knowledge of plants and natural phenomena while at the same time beginning the study of mathematics and languages. After apprenticeship to a forester, he pursued some informal university courses at Jena until he was jailed for an unpaid debt. He tried various kinds of employment until he impulsively took a teaching appointment at a progressive model school in Frankfurt run by Anton Gruner on lines advocated by the Swiss educator Johann Heinrich Pestalozzi. Froebel became convinced of his vocation as a teacher at the school. After two years as assistant to Gruner, Froebel went to Yverdon, Switz., where he came into close contact with Pestalozzi. Though he learned much at Yverdon, he quickly discovered the weakness of organization that characterized Pestalozziâs work. In 1811 Froebel entered the University of Göttingen, where military service in the Napoleonic Wars soon interrupted his studies. During the campaign of 1813 he formed a lasting friendship with H. Langenthal and W. Middendorff, who became his devoted followers and who joined him at a school he opened at Griesheim in Thuringia in 1816. Two years later the school moved to Keilhau, also in Thuringia, and it was there that Froebel put into practice his educational theories. He and his friends and their wives became a kind of educational community, and the school expanded into a flourishing institution. During this time Froebel wrote numerous articles and in 1826 published his most important treatise, Menschenerziehung (The Education of Man), a philosophical presentation of principles and methods pursued at Keilhau. In 1831 Froebel left Keilhau to his partner and accepted the Swiss governmentâs invitation to train elementary school teachers. His experiences at Keilhau and as head of a new orphan asylum at Burgdorf in Switzerland impressed him with the importance of the early stages of education. On returning to Keilhau in 1837 he opened an infant school in Blankenburg, Prussia, that he originally called the Child Nurture and Activity Institute, and which by happy inspiration he later renamed the Kindergarten, or âgarden of children.â He also started a publishing firm for play and other educational materials, including a collection of Mother-Play and Nursery Songs, with lengthy explanations of their meaning and use. This immensely popular book was translated into many foreign languages. Froebel insisted that improvement of infant education was a vital preliminary to comprehensive educational and social reform. His experiments at the Kindergarten attracted widespread interest, and other kindergartens were started. Unfortunately, because of a confusion with the socialist views of Froebelâs nephew, the Prussian government proscribed the kindergarten movement in 1851. The ban was not removed until after 1860, several years after Froebelâs death in 1852. One of Froebelâs most enthusiastic disciples, the Baroness of Marenholtz-Bülow, was largely responsible for bringing his ideas to the notice of educators in England, France, and the Netherlands. Later they were introduced into other countries, including the United States, where the Froebelian movement achieved its greatest success. There John Dewey adopted Froebelâs principles in his experimental school at the University of Chicago. Kindergartens were established throughout Europe and North America and became a standard educational institution for children of four to six years of age. Froebel was influenced by the outstanding German idealist philosophers of his time and by Jean-Jacques Rousseau and Pestalozzi. He was a sincerely religious man who, because of his belief in the underlying unity of all things, tended toward pantheism and has been called a nature mystic. His most important contribution to educational theory was his belief in âself-activityâ and play as essential factors in child education. The teacherâs role was not to drill or indoctrinate the children but rather to encourage their self-expression through play, both individually and in group activities. Froebel devised circles, spheres, and other toysâall of which he referred to as âgiftsâ or âoccupationsââthat were designed to stimulate learning through play activities accompanied by songs and music. Modern educational techniques in kindergarten and preschool are much indebted to him. - Britannica, D. Appleton and Company, 1897, 2.5, United Nations Education, Scientific & Cultural Organization, 2015. Softcover. Very Good. 3x0x9. No edition stated. Publication of 225 pages. The wraps are in near fine condition. Internally the pages are clean and complete, The binding is excellent. GK. Our orders are shipped using tracked courier delivery services., United Nations Education, Scientific & Cultural Organization, 2015, 3, Paperback / softback. New. Paul Ryan has brought together the writings of the most prominent British research into vocational preparation in Britain in comparison to the other advanced economies, primarily within the EEC. The book, originally published in 1991, documents various aspects of inadequacy in British practice at the time, concentrating upon intermediate skills, which are of crucial importance for economic performance. The introduction outlines the strengths and weaknesses of comparative research. Part 1 discusses the use which has been made of it by policy makers in Britain and various aspects of comparative methods in practical comparisons, including an Anglo-Scottish one. Part 2 concerns vocational preparation in connection with productivity and produce markets, noting its importance for economic performance and its dependence upon companies' product choices. Part 3 contains studies of the organization of skills and work and the finance of training within the EEC as a whole. Part 4 comprises studies of training in relation to labour market structures, each of which indicates similar alternatives for training policy in Britain - alternatives whose relevance and political prospects can only be enhanced by the demise of Thatcher government deregulatory policies., 6, CN The Hague: Kluwer Law International, 2002. Paperback. Like New. 8vo - over 7¾" - 9¾" tall. Type: Book Inevitably, numerous international regulations and conventions pertaining to labour and social security have followed in the wake of the onrush of economic globalization, greatly augmenting the considerable legal regime developed by the International Labour Organisation (ILO) and the United Nations (UN) during the mid and late twentieth century. This book presents as complete and up-to-date a codification as possible of international labour and social security law, with texts of the most important documents and direct reference to print and online sources of all relevant conventions, regulations, recommendations, agreements, declarations and guidelines. The codification encompasses all pertinent promulgations of the UN, the ILO, the North American Free Trade Association (NAFTA), and the Organisation for Economic Cooperation and Development (OECD). Among the texts reprinted in full are the following: The Universal Declaration of Human Rights (UN); International Convention on the Elimination of All Forms of Racial Discrimination (UN); International Covenant on Economic, Social, and Cultural Rights (UN); International Covenant on Civil and Political Rights (UN); Convention on the Elimination of All Forms of Discrimination Against Women (UN); Convention on the Rights of the Child (UN); Constitution of the ILO; ILO Conventions covering such issues as forced labour, employment of children, maternity, protection against unemployment, freedom of association and protection of the right to organise and to bargain collectively, vocational guidance and training, and employment of indigenous peoples; ILO Conventions protecting workers against such workplace hazards as ionising radiation, carcinogenic substances and agents, air pollution, noise and vibration; Declaration of Principles Concerning Multinational Enterprises (ILO); Declaration on Fundamental Principles and Rights at Work (ILO); North American Agreement on Labor Cooperation; and OECD Guidelines for Multinational Enterprises. 434pp., Kluwer Law International, 2002, 5<