History
Personalised Book of Football History
Posted on May 4, 2012 |
Find-me-a-gift have found a great gift for the true football fan! The personalised book of football history is a great gift for any occasion; being personalised makes it extra special.
Relive those glorious sporting moments of your favourite football team in newsprint captured in this beautiful hand made leatherette Personalised Book of British Football Club History.
We have researched and compiled the major sports coverage for all the top UK Football teams as reported in newspapers from the early 20th century to the recent past.
AS THIS IS A PERSONALISED PRODUCT PLEASE ALLOW 10 WORKING DAYS FOR DELIVERY.
Each football history book is presented in burgundy and can be personalised with the recipient’s name in gold embossed print on the front cover (i.e. Robert Anderson). You can also add your own personalised message to be included on the first page with an attractive sticker if you so desire (i.e. “Happy 45th Birthday Dad”).
As this beautiful Book of Football History has personalised printed text on the front cover please allow up to 10 working days for the items to be despatched from the date of your order.
Please enter the information you require into the boxes above. Please make sure you type in the name of the club, the name you want on the front of the book and a message (if you wish).
Arsenal
Aston Villa
Birmingham
Blackburn
Bolton
Charlton
Chelsea
Crystal Palace
Everton
Fulham
Leeds
Leicester
Liverpool
Man City
Man Utd
Middlesbrough
Newcastle
Norwich
Portsmouth
Southampton
Sunderland
Tottenham Hotspur
West Bromwich
West Ham
Wolves
Become a true fan today and learn all you can about your team.
This range of personalised sports books is also available for the following sports:
World Championship Boxing from 1910 – Personalised Book of Boxing History
Relive the greatest moments from your favourite sport of World Championship Boxing in newsprint captured in this beautiful personalised, hand made, leatherette Book of British World Championship Boxing History.
We have researched and compiled coverage of World Championship Boxing from 1910, as reported in newspapers from the early 20th century to the recent past.
http://www.find-me-a-gift.co.uk/gifts-for-men/personal-gift/personalised-book-of-boxing-history.html
British Horse Racing from 1904 – Personalised Book of Horse Racing History
Relive the greatest moments from your favourite sport of Horse Racing in newsprint captured in this beautiful personalised, hand made, leatherette book.
We have researched and compiled coverage of British Horse Racing from 1905, as reported in newspapers from the early 20th century to the recent past.
http://www.find-me-a-gift.co.uk/gifts-for-men/personal-gift/personalised-book-of-horse-racing-history.html
F1 from 1958 – Personalised Book of Formula 1 History. Relive the greatest moments from your favourite sport of Formula 1 in newsprint captured in this beautiful personalised, hand made, leatherette Book of World Championship Formula 1 History.
We have researched and compiled coverage of Formula 1 from 1958, as reported in newspapers from the early 20th century to the recent past.
http://www.find-me-a-gift.co.uk/gifts-for-men/personal-gift/personalised-book-of-formula-1-history.html
International Rugby from 1906
http://www.find-me-a-gift.co.uk/gifts-for-men/personal-gift/personalised-book-of-international-rugby-history.html
Wimbledon Tennis from 1913 – Personalised book of Wimbledon tennis history. Relive the greatest moments from your favourite sport of Wimbledon Tennis in newsprint captured in this beautiful personalised, hand made, leatherette book.
http://www.find-me-a-gift.co.uk/gifts-for-men/personal-gift/personalised-book-of-wimbledon-tennis-history.html
British Open Golf Championship from 1934 – Personalised Book of International Rugby History
Relive the greatest moments from your favourite sport of International Rugby in newsprint captured in this beautiful personalised, hand made, leatherette book.
We have researched and compiled coverage of International Rugby from 1906, as reported in newspapers from the early 20th century to the recent past.
http://www.find-me-a-gift.co.uk/gifts-for-men/personal-gift/personalised-book-of-british-open-golf-championship-history.html
Personalised Book of Cricket History – Relive the greatest moments from your favourite sport of International Cricket in newsprint captured in this beautiful personalised, hand made, leatherette book.
http://www.find-me-a-gift.co.uk/gifts-for-men/personal-gift/personalised-book-of-cricket-history.html
Rangers and Celtic History Book – Personalised Scottish Football Team History Book. Relive those glorious sporting moments of your favourite Scottish football team in newsprint captured in this beautiful hand made leatherette Personalised Book of Scottish Football Club History.
We have researched and compiled the major sports coverage for all the top Scottish Football teams as reported in newspapers.
http://www.find-me-a-gift.co.uk/personalised-scottish-football-team-history-book.html
How Much Do We Know in History?…… Do We Know Enough?!
Posted on April 21, 2012 |
How much do we know in History?…… Do we know enough?!
((History, listen closely to the word: hi-story. Do you hear the word “story”?
History is a story: it’s a story of all the people who have lived before us. It helps us remember who we are and what we’ve done. When we study history, we learn stories of great men and woman who have done extraordinary things.
History is not just the story of emperors and presidents: it’s also a story of ordinary people, of farmers, builders, artists, sailors, soldiers, teachers and children. Their stories are worth knowing .they are our stories.
history is about how we have changed and we’ve stayed the same. and so history is everyone’s story.))
This is how the word history is explained to a first grader; I read it in an American book called (what your first grader needs to know).
we wonder why do we have different information’s in other countries history, just for example, the American history weather it was about the country it self or about the there presidents and their wives , cultures, politics even about the history of their cinema. …well at that time they don’t have this kind of knowledge about our history? , I am talking here about regular people . what is the reasons behind that ? is it because they live in there own world and feel that our history is not worth knowing? “as some people think of them”, or they think that we don’t have a rich history? or their media is only concentrating on specific things ? or is it because they are not well educated or not well know ledged …….?
the thing is , we our selves don’t know much of our history!. yes we have been taught at school about the history of the great prophets , our religion , our country and wars that happened very long time ago… etc .
but there has been occurred very important events, actions and wars with huge damages , that changed the history of our country , or important events that has been occurred in other countries witch had a deep impact on us, weather they were positive or negative, at the end it made a huge difference and added something, many powerful speeches has been spoken by men and women ,so it made a history, and divided it into “before and after”! .
we have never read A lot of these stories in books or watched it in our media being really discussed , we only heard of them from our parents or from the people who were there at the time it happened .
we have been taught about great men in history with out explaining to us why exactly they were great !!! , we knew for example the date of there death without knowing the real causes of there tragic death, not that it was mysterious ,but its been chose not to be exposed , for some reasons..! there are surely a lot of ordinary men , women with different positions even children ,out there who had accomplished many important useful things, witch made them a great people who deserves to be added in the history.
These are just a few points witch are missing in our history that I feel as if I am reading a book that been ripped from the middle and pasted with an other book.
so if there are many stories has been kept with out sharing it in books or in our media or even talking about it publicly , how do we expect the other parts of the world to know about it…..?!
Who are History Makers?
Posted on April 6, 2012 |
A question arises: why have monarchs, generals and the members of upper class acquired celebrity in history? The answer is so simple that as they had dominance and wealth, they engaged historians to note down the history according to their will. Otherwise, the truth is that at their own they could not have contributed much to the process. There are toiling efforts of common people behind them who ended them seem great.
A critical analysis of history reveals the contributions of men who are projected as makers of history. Women are generally overlooked and they have no imposing place in history. Typically they seem to be missing from the process of history for the reason that their role and contribution are not recognized. If we go into fathom, we find that even today women engage themselves in field, cater to animals, keep themselves busy in household duties and look after children.
Since women remain involve in such occupations that’s why the male population gets the time to engross it in social, cultural, political and economic affairs. But now there is also feminist history, in which women are describing their own history. The main purpose of writing of this history is to demostrate their achievements and proves that they have equivalent share in building the history of human race.
A new trend has been setting up as the historians are trying to present history in an interesting and fascinating fashion. They assert and argue that nothing is afar history and they could write history of everything. This is the reason that today they are writing the history of perfumes, tears, fury, flattery etc…you name it. They are also exploring the goods of our daily use.
Historians are putting our intentions to very attractive research by pointing out how scientific inventions have changed our lifestyle. For example, take the simple wrist watch and examine how it regulates our routine life. It makes us time-conscious. We always watch it before doing anything. In a particular manner our all moments are enrolled by time. Not only things but whatever is surrounding us has a history. In the locality where we live, in the market where we go for shopping, and the family we belong to, all have interesting history to be traced in black and white.
The modern historian is also studying the impact of things on our everyday life. For example, how telephone and the cell phone, broadcasting, small screen and computer have changed our manners and routine. No doubt it’s an appealing theme which has need of further research.
Wars have the most dominant place in history. Record of human history is full of battles. Those who remained triumphant in battles are regarded as glorified and their achievements are vastly eulogized. However, hardly ever domino effects of a war are analyzed. For instance, questions stay behind such as what happened to their families of those exterminated in the combat zone. There is no detail in history about those who became war captive and afterward slaves. Also we find no printed material about their mind-set after loosing their independence.
Human race has badly effected by the demolition of wars. These are the wars which not only destroy rural community and municipality but also divest the bliss and pleasure of people. Conversely, in peace time, they enjoy life, sing songs, dance and remain fit in communal and financial activities. This serene life changes when war occurs. At the end of the day it eventuates in a trial of regret and adversity. For that reason, we must criticize those so-called vanquishers who wrought destruction and melancholy on the people to attain their greatness.
The rule of history is that it is not right to trace the events only. It is equally indispensable to evaluate and consider the causes in the wake of the events. Similarly the study of impacts of events on the lives of people is also necessary. For example, it is not a suitable way to illustrate a war involving two powers. Causes of the conflict and later on effects of war must be discussed. Therefore, by knowing these causes, we could be aware of the process of history and discover a message from it because history is an early warning system.
Clear Computer History
Posted on March 20, 2012 |
Many PC users believe that if they clear their computer history and close their browser, the trails of whatever sites they have surfed will disappear forever. However, this is not always true. In fact, a lot of such information stays back on the hard-drives. Unless we know the exact location where such information lay hidden, they could stay in the system and may act as a potential threat to our privacy by disclosing the browsing habits. Just imagine what will happen if your spouse, boss, kids or a friend becomes curious to know what you have been doing online, the websites that you have visited, the music that you have listened to or the movies that you have watched. It will not be hard for all these people to use some software or dig out the required information manually from your PC.
To protect your online browsing habits from falling into the wrong hands or to prevent your privacy from being compromised, you should clear computer history. If you use Microsoft Internet Explorer, you can view your browsing history by selecting \”Tools\” menu followed by choosing the tab marked \”Internet Options\”. Next, click the button labeled \”Settings\” and click the \”View Files\” button after that.
Web surfers using Microsoft Internet Explorer can clear computer history by following these steps:
Mozilla Firefox users can clear computer history by clicking in succession the following: \”Tools\” menu, \”Options\” tab, the \”Privacy\” button, and then click the \”Clear Now\” or \”Clear\” button listed under \”History\” tab. Alternatively, these users can also press three keys marked Ctrl, Shift and Delete so that the Clear Data Window opens. From there, they can check the relevant boxes to clear some specific browsing history or delete the saved Internet history totally.
For Netscape users, history files can be deleted by clicking the menu marked \”Edit\” and then selecting \”Preferences\”, \”History\”, and finally clicking the \”Clear History\” button.
Opera users can clear computer history by clicking the \”File\” menu at first and then selecting \”Preferences\” and \”History\” in succession. After that, the button marked \”Empty now\” should be clicked. In addition to this, Opera users can also check \”Empty on exit\” if they want their browsing history to be deleted every time they exit their browser.
Oral History: a Viable Methodology for 21st Century Educational Administration Research: National Impact
Posted on February 5, 2012 |
Oral History: A Viable Methodology for 21st Century
Educational Administration Research: National Impact
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ABSTRACT
This article identifies three 21st Century realities that are redefining research in educational administration: 1) the increasing need for relevancy and authenticity in addressing community and school problem solving contexts; 2) the need for a research method that permits the kind of in depth interviewing of knowledgeable individuals with minimal Institutional Review Board (IRB) oversight; and 3) a methodology that can be facilitated by emerging technologies. Oral history has been employed in many disciplines but has seldom been used in educational administration. It offers some promise and the authors suggest possible uses and interpretations of one proposed oral history project and one completed oral history project.
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Purpose of the Article
The purpose of this article is to examine oral history interviewing and historical research as a viable research method within the broad family of research methodologies in educational administration and educational leadership. The evolution of research methodology in educational administration has been influenced by changing paradigms, changing needs, increasing institutional Review Board (IRB) oversight, and changing technology. Educational administration research differs from other academic disciplines in that it involves the opportunity to find new and innovative uses for research findings for problem solving and decision making in school settings.
Research in Educational Administration Undergoing Transformation
Educational administration research has undergone great transformation during the past century. Business management principles drawn from industry dominated the first half of the 20th Century of educational administration thought. During the 1950’s and 1960’s various social science methods and concepts shaped a new generation of educational administration thought and research methodology (Campbell, Fleming, Newell & Bennion, 1987; Murphy, 2003, Fall). By the late 1980’s business and social science methodologies were supplemented though not replaced by qualitative methods drawn from anthropology. Action research fills yet another educational administration research niche. It places less emphasis on formal theoretical constructs while focusing on authentic, campus-based data gathering, and problem-solving. This continuing growth in acceptance of research methodologies from other disciplines was described by Campbell, et al:
Educational administration is an applied field rather than an academic discipline. It does not draw upon a single body of literature nor use a single set of scholarly tools…an applied field must maintain a vital concern not only with the extension of knowledge but also with the improvement of practice…Similarly…an applied field must be concerned with problems in their totality – drawing on the methods of many disciplines. (1987, p. 3)
Not all influences on educational administration research in the 21st Century have been methodological. A national increase in Institutional Review Board (IRB) oversight has greatly influenced educational administration research (Herrington & Kritsonis, 2006). There remains great variance among universities regarding the extent to which educational research is subject to IRB oversight. Some universities exempt educational studies from IRB oversight completely, especially those studies that were intended to examine quality improvement in educational institutions or action research used for classroom instruction. Some universities were requiring complete reviews of every aspect of research regardless of methodology or intended uses of the data. Navigating the maze of IRB restrictions at some institutions has led to avoidance of some research methodologies or populations and in some cases resulted in diminished research activity altogether (Herrington & Kritsonis, 2006).
Technology has made most forms of research far more convenient and achievable. For example more user-friendly Windows or UNIX based statistical software programs such as Stat-Pac, (Statistical Package for the Social Sciences (SPSS), and SAS have replaced hand-calculations, data punchcard readers, and mainframe versions of the statistical software. Qualitative researchers have access to coding software such as HyperRESEARCH 2.6, NVIVO 7, computer-assisted Qualitative Data Analysis (QAQDAS 07) to assist with high volume qualitative data coding capabilities. Audio and video recording equipment, imaging equipment, and related software continue to be developed for oral history recording, however, analog recordings continue to be preferred by most oral history professionals.
The challenge for educational researchers in the 21st Century is to select a methodology that can provide a relevant context for examining education issues within specific contexts that are reliably and accurately preserved. The methodology must also yield a study that is achievable within a reasonable time frame, is affordable, and must satisfy ethical requirements or minimize the need for IRB scrutiny.
A Methodology-in-Waiting
Charlton (1985) defined oral history as “the recording and preserving of planned interviews with selected persons able to narrate recollected memory and thereby aid the reconstruction of the past” (p.2). Baum (1978) defined oral history as:
1. a tape recorded interview, or interviews, in question-and-answer format,
2. conducted by an interview who has some, and preferably the more the better, knowledge of the subject to be discussed,
3. with a knowledgeable interview, someone who knows whereof he or she speaks from personal participation or observation (sometimes we allow a second-hand account),
4. subjects’ of historical [or community] interest…
5. accessible, eventually, in tapes and/or transcripts to a broad spectrum of researchers. (pp. 389-390)
The value of oral history for educational researchers and practitioners is found in the background that can be provided by credible participants who are able to enrich understandings of the immediate problem-solving context or who can draw parallels with other contexts. Sometimes dramatic events or significant phenomena require giving voice to otherwise silent observers or constituencies that know the true nature of the problem of interest, but who have never been consulted by historians or decision makers. For example, ethnographic shifts in recent years have created major cultural divides in communities and schools that challenge long held assumptions of teachers and administrators regarding their client student populations.
An example is found in formerly rural/now suburban high school campus that in 1995-2004 comparison revealed the following demographic changes in students and teachers. In 1995 only 17 percent of the students of this inner city campus were Hispanic, 15 percent were African American, 65 percent of students were Anglo. The teacher demographic representations were similar. Ten years later 67 percent of the students were Hispanic, 17 percent were African American, but only 16 of the students were Anglo. The teacher demographics remained relatively unchanged over the same 10 years.
Conversations with parents, teachers, and administrators reveals that the unexpected demographic gaps that occurred during the preceding ten year period had resulted in an increase of racial tensions wherein teachers/student and teacher/parent conflicts occuring. The achievement of Hispanic students continued a downward spiral, attendance and dropouts were increasing, and disciplinary alternative educational placements were soaring. These realities placed the district in jeopardy of losing its standing based on statewide criteria and NCLB standards. This was a phenomenon that could be documented through oral history interviews and the results made available as a case for other districts. In this case a number of interventions might be possible in the short run but a comprehensive and effectively planned longer term plan informed by carefully conducted oral histories would provide some valuable context and community history of the community that can provide answers to working with all parties affected by the problem.
Another example is the fact that during the 1960’s and 1970’s the educational and experiential cornerstones for the first generation of Mexican-American college and university presidents and chancellors in the state of Texas and the nation were being established within an educational and cultural environment of South Texas that was hostile to the aspirations and future advancement of Latinos (Herrington, 1993, August). What can be learned about the education and mentoring experiences of these highly successful individuals would be invaluable to educators and other minority individuals making career and education decisions.
These two very real scenarios though unrelated have some connectedness. There are lessons that the teachers and administrators at the high school undergoing dramatic demographic shifts (study proposed but not yet conducted) could learn from the South Texas study of successful Hispanic students who grew up in communities that 30 and 40 years earlier resembled their current demographic and cultural realities. Communities that are just beginning to face the realities of permanently altered demographic landscapes can learn a great deal from their South Texas predecessors, precisely because those experiences have been previously recorded and transcribed for future reference (Herrington, 1993, August). The thoughts and feelings of these successful Hispanic individuals regarding their experiences, parents, teachers, and mentors (many of whom were Anglo as well as Hispanic) are eloquently recorded and transcribed for posterity. Their stories reveal personal strategies and significant persons who once extended a helping hand.
In both of these cases, oral history methodology presents perhaps the only way to preserve otherwise unobtainable information. Concerning oral history Hoffman (1974) wrote:
Its most important advantage…is that it makes possible the preservation of life experience of persons who do not have the …leisure to write their memoirs…Interviews with people who have been foot soldiers in various important movements of social change but have heretofore been unrecorded may now be preserved and hence their impact assessed. (p. 26)
The Role of History in Educational Reform
Scholars have identified several uses for history in educational research. History can be instrumental in effecting social reform, predicting future trends, or in influencing practice through the training of educators (Borg & Gall, 1983). Comparing the work of historian to that of psychotherapist Borg, et al noted that history has a particularly liberating function for educators:
To Freud, neurosis is the failure to escape the past, the burden on one’s history. What is repressed returns distorted and is eternally reenacted. The psychotherapist’s task is to help the patient reconstruct the past. In this respect the historian’s goal resembles that of the therapist – to liberate us from the burden of the past by helping us to understand it. (p. 802)
It is our common understanding of history and the ability to learn from our shared past that distinguishes humans from all other creatures. Wector (1957, August) wrote:
Chimpanzee with a stack of empty boxes and a banana hanging out of reach soon learns by his own experience. But man alone learns from the experience of others. History makes this possible. In the broadest sense, all that we know is history. More strictly, it is the road map of the past. (p. 24)
History is our collective memory. The ability to utilize history and extract useful generalizations and theories is uniquely human. Without a record of the past we are left to navigate life’s course without the aid of those who have gone before us.
In a cogent essay published posthumously, Kennedy (1964, February) provided several reasons for examining the historical record. He noted:
There is little that is more important…without [history]…[one] stands uncertain and defenseless before the world, knowing neither where he has come from nor where he is going. With such knowledge, he is no longer alone but draws a strength far greater than his own from the cumulative experience of the past and the cumulative vision of the future. (p.3)
Ethical Oversight of Oral History
And Technological Considerations
Historical research and particularly oral history interviewing provides context and clear precedents that can be explored and considered for educational policy as well as practice. Educational researchers and IRB board members might wince at the notion of preserving recorded interviews. Such practice seems to contradict ethical provisions safeguarding anonymity of research subjects. This is where the difference between oral history interviewing and other methodologies is important. Unlike any other discipline or methodology, oral history interviewing requires the spoken words of a specifically named individual connected in time and place by means of recording data on audio tapes, video tapes, images, documents, and transcripts preserved so as to be accessible for historical verification (Dunaway, D.K. & Baum, 1984).
To address this ethics concern, the Organization of American Historians (OAH) and the Oral History Society (OHS) in October 2003 successfully petitioned the U.S. Office for Human Research Protection (OHRP), part of the Department of Health and Human Services, for a special ruling on oral history research interviewing. They were especially concerned with oral history projects that do not involve the type of research defined by HHS regulations. It was determined that some oral history projects may not fall under the “Common Rule” (45 CFR, part 46) that define research as “a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.” According to the Organization of Oral Historians (2003, November):
This type of research involves standard questionnaires with large samples of individuals who remain anonymous, not the open-ended interviews with identifiable individuals who give their interviews with ‘informed consent’ that characterizes oral history. Only those oral history projects that conform to the regulatory definition of research will now need to submit their research protocols for IRB review. (p. 17)
An advantage of the oral history interview, therefore, if the study is carefully designed, is that IRB oversight has become far less restrictive than for other methodologies.
Concluding Remarks
In conclusion, oral history methodology is technology-intensive. Emerging 21st Century technologies as well as existing technologies continue to simplify and broaden the capabilities of the oral historian, both for gathering information and presenting information in a variety of formats. Digitizing voice, image, video, and text materials have greatly reduced the processing and production time for producing and presenting oral history findings.
Finally, oral history interviewing, more than ever before, has enormous potential for giving voice to silent but important players within the arenas of social change – including community and school. In order make any further changes in our school systems educational leaders and researchers have got to find ways to hear these previously unheard voices. Well designed studies that seek out these voices of individuals who have given informed consent can provide historically and contextually rich information specific to time and place with minimal IRB oversight. Finally, technology is rapidly expanding the repertoire of formats for archiving and presenting very useful and usable knowledge to drive school improvement.
References
Baum, W.K. (1978). The expanding role of the librarian in oral history. Library Lectures,
6, 33-43. In Dunaway, D.K. & Baum, W.K. (Eds.), Oral history: An interdisciplinary anthology pp. 387-406). Nashville, TN: American Association for State and Local History and the Oral History Association.
Borg, W.R. & Gall, M.D. (1983). Educational research (4th ed.). New York: Longman.
Campbell, R.F., Fleming, T., Newell, L.J. & Bennion, J.W. (1987). A history of thought
and practice in educational administration. New York: Teachers College Press.
Charlton, T.C. (1985). Oral history for Texans (2nd ed.). Austin, Texas: Texas Historical
Commission.
Dunaway, D.K. & Baum (1984). Oral history: An interdisciplinary anthology. Nashville,
TN: American Association for State and Local History and the Oral History Assocociation.
Herrington, D. E. (1993). Barriers, influences, and leadership challenges of selected
Mexican-American upper level administrators in South Texas public higher education, 1970 to 1990. Unpublished doctoral dissertation. College Station, Texas: Texas A&M Universi
Herrington, D.E. & Kritsonis, W. (2006). A national perspective for improving the
working relationship between educational researchers and Institutional Review Board members. National Forum for Educational Research Journal, 19(3), 1-5.
Organization of American Historians (2003, November). Oral history excluded from IRB
review. OAH Newsletter, 31(3), 17.
Wector, Dixon (1957, August). History and how to write it. American Heritage, 8(5), 24- 27, 87.