British Culture - User contributions [en]

Margaret Tudor

2022-07-02T21:58:06Z

Nusrat Hoque: Created page with "Queen of Scotland from 1503 until 1513 by marriage to King James IV. Her father Henry VII arranged her marriage to James IV to secure peace between England and Scotland. Altho..."

Queen of Scotland from 1503 until 1513 by marriage to King James IV. Her father Henry VII arranged her marriage to James IV to secure peace between England and Scotland. Although the peace doesn't last, the couple's great-grandson, James I of England and VI of Scotland, will unite the crowns of Scotland and England 100 years later.

Tripartite system

2022-01-17T10:24:57Z

Nusrat Hoque:

The tripartite system was introduced to England with the Butler Act. This system proposed that the students who have passed the primary education level will be divided into three different types of secondary school: Grammar, Modern and Technical. From April 1st 1945 under this system, 11 years old students had to sit for an exam which was named as ‘the 11+‘ exam. The examiners mainly focused on the students’ expertise in English and Arithmetic. Based on the result, the top 20-25% students could attend Grammar school. The rest of them were either in technical school (roughly 5%) or Secondary modern school (roughly 75%). The grammar schools mainly focused on academic curriculum, while vocational training was the main concern of secondary modern schools. And applied science was the center of concern for technical schools.
There was a mixed reaction about this system. The reaction to this system was mixed. The main idea was that education will be treated according to merit, not on wealth. But at the same time the system was criticized for its splitting policy. According to the critics, at a very early stage of their educational life, the choice of schools predetermined their future.
Students who did not get chance a chance at grammar schools treated themselves as failure. Moreover, there were not enough grammar schools in some areas which created serious discontent among guardians and the secondary modern schools could not fulfill the demand of the students. The Grammar schools became the hub of future promising professionals. There were very few children who could be sent to technical schools because of the cost.

Citation:

1. Ainley, Patrick. "Tripartite Schooling, 1944–63." Learning Policy. Palgrave Macmillan, London, 1999. 27-58.

2. Gillard, Derek. "Education in England: A history." Scotland: Queen's Printer For Scotland (2018).

3. Morris, Ben. "Educational Change in the United Kingdom since World War II." The Phi Delta Kappan 43.2 (1961): 92-97.

Tripartite system

2022-01-17T10:24:39Z

Nusrat Hoque:

The tripartite system was introduced to England with the Butler Act. This system proposed that the students who have passed the primary education level will be divided into three different types of secondary school: Grammar, Modern and Technical. From April 1st 1945 under this system, 11 years old students had to sit for an exam which was named as ‘the 11+‘ exam. The examiners mainly focused on the students’ expertise in English and Arithmetic. Based on the result, the top 20-25% students could attend Grammar school. The rest of them were either in technical school (roughly 5%) or Secondary modern school (roughly 75%). The grammar schools mainly focused on academic curriculum, while vocational training was the main concern of secondary modern schools. And applied science was the center of concern for technical schools.
There was a mixed reaction about this system. The reaction to this system was mixed. The main idea was that education will be treated according to merit, not on wealth. But at the same time the system was criticized for its splitting policy. According to the critics, at a very early stage of their educational life, the choice of schools predetermined their future.
Students who did not get chance a chance at grammar schools treated themselves as failure. Moreover, there were not enough grammar schools in some areas which created serious discontent among guardians and the secondary modern schools could not fulfill the demand of the students. The Grammar schools became the hub of future promising professionals. There were very few children who could be sent to technical schools because of the cost.

Citation:
1. Ainley, Patrick. "Tripartite Schooling, 1944–63." Learning Policy. Palgrave Macmillan, London, 1999. 27-58.

2. Gillard, Derek. "Education in England: A history." Scotland: Queen's Printer For Scotland (2018).

3. Morris, Ben. "Educational Change in the United Kingdom since World War II." The Phi Delta Kappan 43.2 (1961): 92-97.

Tripartite system

2022-01-17T10:19:28Z

Nusrat Hoque:

The tripartite system was introduced to England with the Butler Act. This system proposed that the students who have passed the primary education level will be divided into three different types of secondary school: Grammar, Modern and Technical. From April 1st 1945 under this system, 11 years old students had to sit for an exam which was named as ‘the 11+‘ exam. The examiners mainly focused on the students’ expertise in English and Arithmetic. Based on the result, the top 20-25% students could attend Grammar school. The rest of them were either in technical school (roughly 5%) or Secondary modern school (roughly 75%). The grammar schools mainly focused on academic curriculum, while vocational training was the main concern of secondary modern schools. And applied science was the center of concern for technical schools.
There was a mixed reaction about this system. The reaction to this system was mixed. The main idea was that education will be treated according to merit, not on wealth. But at the same time the system was criticized for its splitting policy. According to the critics, at a very early stage of their educational life, the choice of schools predetermined their future.
Students who did not get chance a chance at grammar schools treated themselves as failure. Moreover, there were not enough grammar schools in some areas which created serious discontent among guardians and the secondary modern schools could not fulfill the demand of the students. The Grammar schools became the hub of future promising professionals. There were very few children who could be sent to technical schools because of the cost.

Citation:
1. Ainley, Patrick. "Tripartite Schooling, 1944–63." Learning Policy. Palgrave Macmillan, London, 1999. 27-58.
2. Gillard, Derek. "Education in England: A history." Scotland: Queen's Printer For Scotland (2018).
3. Morris, Ben. "Educational Change in the United Kingdom since World War II." The Phi Delta Kappan 43.2 (1961): 92-97.

Tripartite system

2022-01-14T18:54:06Z

Nusrat Hoque: Created page with "A system that proposed three different types of scholarly schools, grammar, modern and technical. for the students who have passed the secondary school level."

A system that proposed three different types of scholarly schools, grammar, modern and technical. for the students who have passed the secondary school level.

Edward Robert Hughes

2021-07-02T20:56:57Z

Nusrat Hoque:

Born in London, England 5th November, 1851. Died 23rd April, 1914.
Edward Robert Hughes is widely known for his paintings which reflect Pre-Raphaelitism and aestheticism. Some of his paintings are recognized as the representation of symbolic paintings. His paintings are technically detailed. Portrait was his favourite form of painting. Though he was renowned for his use of watercolour, many of his popular works are oil-paintings. Many of his paintings were also created with pencil, red and black chalk, media art etc.
He got his inspiration to play with canvas, colour and brush from his uncle Arthur Hughes, the famous Pre-Raphaelite artist. Some of Robert Hughes’s works are collaborations with another great painter of his time, William Holman Hunt. They have jointly gifted astonishing paintings like The Lady of the world and The Lady of Shallot.
He was a student of the Royal Academy School in England, Académie Julian in Paris. The Spinet (1870) was his first painting featured in an exhibition. He was a member of the Royal Watercolour Society (RWS) from 1891 till his death. As an honourable member of Art Worker’s Guild, he also served there as vice president for two years.
Critically acclaimed as a prominent artist of nineteenth century, Hughes’s arts are cryptic, suggestive, illustrative, denotative. Like other contemporary painters of his time, his paintings collocate the beauty of nature against manifestations of industrial revolution, women with long hair and dress, use of valiant and vibrant colours. As a nineteenth century Pre-Raphaelite painter, some of his works are derived from poetry and literature. Though some of his works have been criticised as outdated and emotional, most of his works were admired by the audience.
''Love of the world'', ''Midsummer’s Eve'', ''Night with her Train of Stars,'' ''Heart of snow'' are some of his notable works.

Bibliography:
• Bullen, J. B. ''The Pre-Raphaelite Body: Fear and Desire in Painting, Poetry, and Criticism.'' Clarendon Press, 1998.
• Engen, Rodney, ''‘The Twilight of Edward Robert Hughes, RWS’'', Watercolours
and Drawings, 1990, 34-37.
• Osborne, Victoria Jean. “A British Symbolist in Pre-Raphaelite Circles: Edward Robert Hughes RWS.” ''University of Birmingham, College of Arts and Law, Department of the History of Art,'' University of Birmingham, 2009.

Edward Robert Hughes

2021-07-02T20:55:08Z

Nusrat Hoque:

Born in London, England 5th November, 1851. Died 23rd April, 1914.
Edward Robert Hughes is widely known for his paintings which reflect Pre-Raphaelitism and aestheticism. Some of his paintings are recognized as the representation of symbolic paintings. His paintings are technically detailed. Portrait was his favourite form of painting. Though he was renowned for his use of watercolour, many of his popular works are oil-paintings. Many of his paintings were also created with pencil, red and black chalk, media art etc.
He got his inspiration to play with canvas, colour and brush from his uncle Arthur Hughes, the famous Pre-Raphaelite artist. Some of Robert Hughs’s works are collaborations with another great painter of his time, William Holman Hunt. They have jointly gifted astonishing paintings like The Lady of the world and The Lady of Shallot.
He was a student of the Royal Academy School in England, Académie Julian in Paris. The Spinet (1870) was his first painting featured in an exhibition. He was a member of the Royal Watercolour Society (RWS) from 1891 till his death. As an honourable member of Art Worker’s Guild, he also served there as vice president for two years.
Critically acclaimed as a prominent artist of nineteenth century, Hughes’s arts are cryptic, suggestive, illustrative, denotative. Like other contemporary painters of his time, his paintings collocate the beauty of nature against manifestations of industrial revolution, women with long hair and dress, use of valiant and vibrant colours. As a nineteenth century Pre-Raphaelite painter, some of his works are derived from poetry and literature. Though some of his works have been criticised as outdated and emotional, most of his works were admired by the audience.
''Love of the world'', ''Midsummer’s Eve'', ''Night with her Train of Stars,'' ''Heart of snow'' are some of his notable works.

Bibliography:
• Bullen, J. B. ''The Pre-Raphaelite Body: Fear and Desire in Painting, Poetry, and Criticism.'' Clarendon Press, 1998.
• Engen, Rodney, ''‘The Twilight of Edward Robert Hughes, RWS’'', Watercolours
and Drawings, 1990, 34-37.
• Osborne, Victoria Jean. “A British Symbolist in Pre-Raphaelite Circles: Edward Robert Hughes RWS.” ''University of Birmingham, College of Arts and Law, Department of the History of Art,'' University of Birmingham, 2009.

Edward Robert Hughes

2021-05-14T12:16:51Z

Nusrat Hoque:

Born in 5th November 1851. Died in 23 April, 1914.
English Painter. oil paintings are the main features.

Edward Robert Hughes

2021-05-13T12:08:47Z

Nusrat Hoque: Created page with "Edward Robert Hughes:"

Edward Robert Hughes: