Journal articles on the topic 'Institute of Catholic Education Mercy College'

This article presents the history of Divine Mercy College at Fawley Court, England, a secondary boarding school for boys founded in 1953 on the initiative of Rev. Józef Jarzębowski, which continued the tradition of schools established by Polish refugees and World War II veterans. The main idea of this establishment was to promote a sense of Polishness and Catholic values, while providing students with a solid education. Over its 32-year history, the school has educated more than a thousand pupils, and can boast distinguished alumni for the UK.

Abstract Dr Dorothy Klenke Nash (1898-1976) became the first female neurosurgeon in the United States in 1928 and maintained her status as the country's only female neurosurgeon until 1960. She graduated with her medical degree from the Columbia College of Physicians and Surgeons in 1927 and then trained at the Neurologic Institute of New York under Dr Byron Stookey. During her training, she contributed to the advancement of neurosurgical practice through academic research. In 1931, she married Charles B. Nash, and together they had 2 children, George (1932) and Dorothy Patricia (1937). Dr Nash became a senior surgeon at St. Margaret's Hospital in Pittsburgh in 1942. Shortly thereafter, she joined the inaugural University of Pittsburgh Department of Neurosurgery led by Dr Stuart N. Rowe and became an instructor of neurosurgery at the University of Pittsburgh School of Medicine. In acknowledgment of her advocacy for public access to services for mental health and cerebral palsy, Dr Nash was recognized as a Distinguished Daughter of Pennsylvania (1953) and honored by Mercy Hospital (1957), Bryn Mawr College (1960), and Columbia University (1968). She retired from neurosurgical practice in 1965, at which time she devoted herself to her grandchildren and her Catholic faith. She died on March 5, 1976 at the age of 77. With unwavering tenacity, Dr Nash paved the way for all women in neurosurgery.

During 1989 the Pisidian survey project continued for its fifth season at Sagalassos. The survey was directed in the first half of the season by Dr. S. Mitchell (University College of Swansea) and in the second half by Prof. M. Waelkens (Catholic University of Leuven and National Fund for Scientific Research, Belgium). The team consisted of Prof. W. Viaene (geologist), Dr. M. Lodewijckx, R. Degeest, E. Scheltens, L. Vandeput, H. Bracke, A. De Daele, P. De Jonghe (Catholic University of Leuven, Belgium), Dr. E. Owens (University College of Swansea), Dr. Chr. Lightfoot (The British Institute of Archaeology at Ankara), Mr. R. Fursdon, R. Harrison and A. Young (topographers, University of Newcastle), and F. Richards (Sydney University). For 3 weeks we were joined by Selçuk Baser, director of the Museum of Burdur, who with M. Waelkens, directed a rescue excavation in the potters' quarter. Muhsin Endoǧru (Boǧazköy Museum) represented the Turkish Antiquities Department. The main financial support came from the National Fund for Scientific Research (Belgium), the Prime Ministry of the Flemish Community (Belgium), the Flemish Ministry of Education (Belgium), the British Academy and the British Institute of Archaeology at Ankara.

Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA

"The Ignatian Spiritual Formation in The Priesthood. From the Roman College to the Institute of Spirituality of The Pontifical Gregorian University of Rome. The present study aims to analyze the importance of the spiritual formation of Seminarians and Priests in the present times. Assuming that the most delicate part of the formation concerns the work of the divine grace, the exhortations of the Pontiffs, from Leo XIII to Francis insist that the good dispositions of the Seminarians help them to find in their Formators the spirit, better understanding and all the help to reach the state of perfection, called priestly holiness. As one of the forms of the celebrations of the 60° anniversary of the Institute of Spirituality of the Pontifical Gregorian University, this paper also has the purpose of some genuine expressions of gratitude for the contributions of Fathers Herbert Alphonso and Maurizio Costa, two Jesuits who have been called to the Father’s House. Together with Father Franco Imoda, they were sensible toward the needs of the Church with great courage. As an answer to these expectations and on the explicit request from Congregation for the Catholic Education of the Holy See, Father Joseph Pittau S.I., the then Magnificent Rector of Pontifical Gregorian University, founded, the Interdisciplinary Center for the Formation of the Formators in Seminaries (CIFS = Centro Interdisciplinare per la Formazione dei Formatori nei Seminari) in May 1996. Our conclusions synthesize the results of the research, and place in prominence the mission of the Institute of Spirituality as an expression of its fidelity to the inheritance of the Roman College. Keywords: priestly spirituality, priestly and spiritual formation, formation of the formators, Ignatian pedagogy, prayer, theology, Roman College, the Ignatian vision of man, pastoral charity."

Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 4Abdul-Kahar Adam, University of Education, Winneba, GhanaAndrzej Niemiec, Poznań University of Economics and Business, PolandAnnu Tomar, Indian Institute of Management, IndiaAsad Ghalib, The University of Manchester, UKAshford Chea, Benedict College, USAFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaIuliana Petronela GÂRDAN, Spiru Haret University, RomaniaJason Caudill, King University, USAKenichi Shimizu, Technical University of Braunschweig, GermanyKonstantinos N. Malagas, University of the Aegean, GreeceMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMythili Kolluru, College of Banking and Financial Studies, OmanOnur Dogan, Dokuz Eylül University, TurkeySandeep Kumar, Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com

Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 8, Number 4 Abdelaziz Mohammed, Albaha University, Saudi Arabia Anna Liduma, University of Latvia, Latvia Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Bahar Gün, İzmir University of Economics, Turkey Barba Patton, University of Houston-Victoria, USA Edward Lehner, Bronx Community College, City University of New York, USA Evrim Ustunluoglu, Izmir University of Economics, Turkey Gerard Hoyne, University of Notre Dame Australia, Australia Gregory S. Ching, Fu Jen Catholic University, Taiwan John Cowan, Edinburgh Napier University, United Kingdom John Rafferty, Charles Sturt University, Australia Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Laid Fekih, University of Tlemcen Algeria, Algeria Mehmet Ersoy, Eskisehir Osmangazi University, Turkey Meric Ozgeldi, Mersin University, Turkey Michael John Maxel Okoche, Uganda Management Institute, Uganda Mirosław Kowalski, University of Zielona Góra, Poland Najia Sabir, Indiana University Bloomington, USA Nancy Maynes, Nipissing University, Schulich School of Education, Canada, Canada Philip Denton, Liverpool John Moores University, United Kingdom Qing Xie, Jiangnan University, China Sahar Ahadi, Islamic Azad University of Mashhad, Iran Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Suat Capuk, Adiyaman University, Turkey Teguh Budiharso, Center of Language and Culture Studies, Indonesia Tuija A. Turunen, University of Lapland, Finland Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil

Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 5, Number 2 Andrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAAthina Qendro, Robert Gordon University, UKDalia Susniene, Kaunas University of Technology, LithuaniaDereje Teklemariam Gebremeskel, Gent University, BelgiumFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFlorin Peci, University of Peja, KosovoFouad Jawab, Universite Sidi Mohamed Ben, MoroccoFuLi Zhou, Zhengzhou University of Light Industry, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJayalakshmy Ramachandran, Multimedia University, MalaysiaKherchi Ishak, UHBC University, AlgeriaLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMike Rayner, University of Portsmouth, UKMr. Abdul-Kahar Adam, University of Education, Winneba, GhanaMythili Kolluru, College of Banking and Financial Studies, OmanNalina Ganapathi, International Labour Office, SwitzerlandOksana Seroka-Stolka, Technical University of Czestochowa, PolandRaimundo Lima Filho, University of State of Bahia, BrazilRashedul Hasan, International Islamic University Malaysia, MalaysiaRocsana Tonis, Spiru Haret University, RomaniaSammy Kimunguyi, Office of The Auditor-General, KenyaSandeep Kumar , Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com

During 1988 the Pisidian survey project continued at a new site, Ariassos, and for a fourth season at Sagalassos. The team, directed at Ariassos by Dr. S. Mitchell and at Sagalassos by Professor M. Waelkens (Dept. of Archaeology, Catholic University of Leuven, Research Associate of the National Fund for Scientific Research (Belgium)) consisted of Bay Sabri Aydal of Antalya Museum (topographer), Dr. E. Owens, Y. Day, and A. Millard (University College of Swansea), S. Cormack (Yale University), Dr. M. Lodewijckx, R. Degeest, L. Vandeput, and C. Nuitjen (University of Leuven), D. Roberts, R. Johnson, and S. Corker (University of Newcastle), A. Schulz and D. Pohl (University of Münster), and Osman Ermişler (Konya Museum), who represented the Turkish Antiquities Department. The main financial support for Ariassos came from the British Academy and the British Institute of Archaeology at Ankara, and for Sagalassos from the National Fund for Scientific Research (Belgium) and from the Flemish Ministry of Education (Belgium). Thanks are due to the Eski Eserler ve Müzeler Genel Müdürlüǧü, who gave permission for the survey and provided surveying equipment, to the staff of the Emniyet Müdürlüǧü in Antalya and in Burdur, and to the Belediye officials and the inhabitants of Bademaǧacı and of Aǧlasun.

International Journal of English and Cultural Studies (IJECS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJECS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 2, Number 1 Abdelhamid M. Ahmed, Helwan University, EgyptAli Dabbagh, Gonbad Kavous University, IranAlvaro Recio, University of Salamanca, SpainAna Costa Lopes, Higher School of Education of Viseu, Viseu Polytechnic Institute, PortugalChia-Cheng Lee, Portland State University, USAElena Orduna, Universidad Complutense de Madrid, SpainEllie Boyadzhieva, South-West University, Blagoevgrad, BulgariaEmmanuel Chibuzor Okereke, National Examinations Council, Enugu State Office, NigeriaFarzaneh Shakki, Islamic Azad University, IranGillian Steinberg, SAR High School, USAJerald Sagaya Nathan, St. Joseph’s College , IndiaJonah Uyieh, University of Lagos, NigeriaJoseph Hokororo Isamail, Institute of Judicial Administration Lushoto, TanzaniaKeeley Megan Buehler Hunter, Southern New Hampshire University, SwitzerlandLeo H. Aberion, NIVERSITY OF SAN JOSE-RECOLETOS, PHILIPPINESMałgorzata Podolak, Maria Curie-Skłodowska University in Lublin, PolandMariam Nemsadze, Akaki Tsereteli State University, GeorgiaMohammed Nasser, Wasit University, IraqNeil Mc.Caw, University of Winchester, UKNicolau Nkiawete Manuel , Agostinho Neto University, AngolaRaven Maragh, Gonzaga University, USAShashi Naidu, Ball State University, United StatesSilvia Pellicer-Ortín, University of Zaragoza, SpainStevanus Ngenget, Catholic University of De La Salle Manado, IndonesiaTorbjörn Lodén, Stockholm University, SwedenVasfiye Geckin, Bogazici University, TurkeyVesselina Anastasova Laskova, University of Udine, Italy Nina HowardEditorial AssistantInternational Journal of English and Cultural StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97006-6018, USAWebsite: http://ijecs.redfame.com

Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 6, Number 2 Bahram Abediniangerabi, University of Texas, USAComite Ubaldo, University of Calabria, ItalyFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFuLi Zhou, Zhengzhou University of Light Industry, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaKherchi Ishak, UHBC University, AlgeriaKonstantinos N. Malagas, University of the Aegean, GreeceLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMike Rayner, University of Portsmouth, UKMr. Abdul-Kahar Adam, University of Education, Winneba, GhanaMythili Kolluru, College of Banking and Financial Studies, OmanRashedul Hasan, International Islamic University Malaysia, MalaysiaRocsana Tonis, Spiru Haret University, RomaniaSandeep Kumar, Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaTetiana Paientko, Kyiv National Economic Univercity, UkraineZeki Atıl Bulut, Dokuz Eylul University, Turkey Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com

Abstract Older adults, the largest segment of the US rural population, face significant disparities in health and healthcare compared to their non-rural peers, including more chronic health conditions, financial challenges, and social isolation. They have limited access to healthcare and social services for prevention, management and treatment of chronic conditions. Age-Friendly Care-PA, a partnership between Primary Health Network and Penn State College of Nursing, aims to reduce these disparities in care and services for rural older adults through co-designing their Geriatric Workforce Enhancement Program. Age-Friendly Health Systems, an initiative of the John A Hartford Foundation and the Institute for Healthcare Improvement, in partnership with the American Hospital Association and the Catholic Health Association of the United States, equips providers, older adults, and their care partners with the support necessary to address What Matters, Medication, Mentation, and Mobility. This symposium describes how the 4Ms are integrated into clinician training and competencies, older adult education, operations, care delivery, and quality improvement. Year two outcome data will be shared. Drs. Hupcey and Fick will provide an overview of the project and its reach. Dr. Berish will describe the process of engaging stakeholders in co-developing our 4M metrics and the data generated. Jenny Knecht, CRNP, will describe a pilot study to extend the reach and acceptability of telehealth to hard-to-reach older persons. Finally, Dr. Garrow will detail a new initiative focused on equity in care. Our discussant, Dr. Terry Fulmer will lead a discussion of this work as well as next steps and policy implications.

International Journal of Chemistry wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Chemistry publishes their work, appreciate the helpful feedback provided by the reviewers.   Reviewers for Volume 13, Number 2       Abdallah El-Gharbawy, Alexandria University, Egypt Ahmad Galadima, Usmanu Danfodiyo University, Nigeria Ahmet Ozan Gezerman, Toros Agri-Industry, Research and Development Center, Turkey Ayodele Temidayo Odularu, University of Fort Hare, South Africa Brice Ulrich Saha Foudjo, Catholic University of Cameroon, Cameroon Farhaoui Mohamed, National Office of Electricity and Drinking Water (ONEE), Morocco Gholam Hossain Varshouee, National Petrochemical Company, Iran Ho Soon Min, INTI International University, Malaysia Kevin C. Cannon, Penn State Abington, USA Khaldun Mohammad Al Azzam, Batterjee Medical College for Sciences and Technology, Saudi Arabia Nanda Gunawardhana, Saga University, Japan Nanthaphong Khamthong, Rangsit University, Thailand Nejib Hussein Mekni, Al Manar University, Tunisia Rafael Gomes da Silveira, Federal Institute of Education, Brazil Rania I.M. Almoselhy, FTRI&ARC, Egypt Severine Queyroy, Aix-Marseille Université, France Sintayehu Leshe, Debre Markos University, Ethiopia Sitaram Acharya, Texas Christian University, USA Tony Di Feo, Natural Resources Canada, Canada   Albert John On behalf of, The Editorial Board of International Journal of Chemistry Canadian Center of Science and Education

International Journal of Chemistry wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Chemistry publishes their work, appreciate the helpful feedback provided by the reviewers.   Reviewers for Volume 11, Number 2   Abdul Rouf Dar, University of Florida, USA Ahmad Galadima, Usmanu Danfodiyo University, Nigeria Ahmet Ozan Gezerman, Yildiz Technical University, Turkey Amer A. Taqa, Mosul University, Iraq Asghari Gul, COMSATS University Islamabad, Pakistan Ayodele Temidayo Odularu, University of Fort Hare, South Africa Binod P Pandey, The Pennsylvania State University, USA Brice Ulrich Saha Foudjo, Catholic University of Cameroon, Cameroon Elnaz Rostampour, Islamic Azad University, Iran Fes Sun Fabiyi, Bowen University, Nigeria Ho Soon Min, INTI International University, Malaysia Hongbin Liu, University of Washington, USA Kevin C. Cannon, Penn State Abington, USA Khaldun M. Al Azzam, Batterjee Medical College for Sciences and Technology, Saudi Arabia Merve Kaya, Toros Agri., Turkey Mohamed Abass, Ain Shams University, Egypt Monira Nessem Michael, National institute of standards (NIS), Egypt Mustafa Oguzhan Kaya, Siirt University, Turkey Nanda Gunawardhana, Saga University, Japan Nanthaphong Khamthong, Rangsit University, Thailand Rabia Rehman, University of the Punjab, Pakistan Rodrigo Vieira Rodrigues, University of São Paulo, Brazil Sie-Tiong Ha, Universiti Tunku Abdul Rahman, Malaysia Sitaram Acharya, Texas Christian University, USA Souheyla Boudjema, University of Tlemcen, Algeria Syed A. A. Rizvi, Hampton University, USA Tony Di Feo, Natural Resources Canada, Canada Zhixin Tian, Tongji University, China Albert John On behalf of, The Editorial Board of International Journal of Chemistry Canadian Center of Science and Education

Nikolai Alexandrovich Velyaminov was born in 1855 in St. Petersburg. He studied at the gymnasiums of Wiesbaden and Warsaw. In 1872 he entered the Moscow University in physics and mathematics, and in 1873 transferred to the faculty of medicine. In 1877 he was sent to the army in the Caucasus. In 1878-1879, Nikolai Alexandrovich became ill with typhus, developing a chronic process in the lungs, which requires long-term treatment abroad. After recovery in the years 1880-1881 N. And. Velyaminov works in Central Asia as a surgeon of the Akhal-Teke expedition, develops a system of medical sorting and evacuation of the wounded, writes "Memories of the surgeon from the Akhal-Teke expedition." In 1883 he received the degree of doctor of medicine and worked as an assistant to Professor K. K. Reyer, lectured on operative surgery in Women's medical courses. In 1884 N. Ah. Velyaminov becomes an assistant to the chief physician and surgeon of the Holy cross community of sisters of mercy. In 1885 he founded the first in Russia authoritative scientific surgical journal "Surgical Bulletin". Since 1887 N. Ah. Velyaminov as a Junior doctor of the life guards of the Preobrazhensky regiment heads the surgical Department in Krasnoselsky hospital, since 1893 works as the Director of the Maximilian hospital in St. Petersburg, since 1894 the senior doctor of the Semenovsky regiment, is appointed the life-physician and honorary surgeon of the Highest Court, and then the senior doctor of the Imperial headquarters. In 1889 he defended his doctoral thesis. In 1894 N. Ah. Velyaminov is elected Professor of the Military medical Academy. In 1896 he designs the device for the first time in St. Petersburg service of "Ambulance", organizing children's sanatoriums. In 1900, Velyaminov was elected an honorary member of the Royal medical College in London, the Chief Commissioner of the Russian red cross society for assistance to the sick and wounded in the far East. In 1905 N. Ah. Velyaminov was awarded the rank of privy Councilor, and in 1907 was awarded the order of St. Anne of the 1st degree. In the same years N. Ah. Velyaminov was the first in Russia to study occupational injuries, insurance of workers and organized the "Bureau of medical examination for workers" (1907). In 1910 1912 N. Ah. Velyaminova works as the head of the Imperial Military medical Academy in St. Petersburg. In 1913, the conference of the Military medical Academy elected him academician of medicine. At the beginning of World war I. Ah. Velyaminov took part in the work of the Main Directorate of the red cross, and from the end of August he was a surgeon-consultant at the Headquarters of the commander-in-Chief to inspect the surgical case in the army. By the beginning of 1917 N. Ah. Velyaminov held many positions: Director of the Mariinsky hospital for the poor, Alexandrinsky women's hospital and Maximilian hospital; Chairman of the Medical Commission for reception in the sanatorium "khalila", the Russian Society for the protection of public health, the Interdepartmental Commission for the revision of medical legislation; Vice-Chairman of the Committee of the Community of the Seaside sanatorium for chronically ill children; editor of the magazines "Surgical archive" and "Hygiene and sanitary Affairs"; inspector of the court medical unit; honorary consultant of the Alexander-Mariinsky hospital and hospital for incoming patients; consultant of the Royal office for the institutions of the Empress Maria Feodorovna, member of the Board of the Community. Kaufman red cross and the Medical Council of the interior Ministry. In 1919-1920 he headed the Department of surgical pathology with desmurgy at the Women's medical Institute. In March 1920, he was offered the post of Chairman of the Commission for the reform of medical education, from which N. Ah. Velyaminov refused. By this time the new government took away the Professor's apartment, and he found refuge in the utility room of the Petrograd hospital named after Peter the Great. N. And. Velyaminov author of over 100 scientific medical works, including 8 monographs. He described thyrotoxic polyarthritis, gave the classification of diseases of the joints and thyroid gland, one of the first pointed to the importance of the endocrine glands in the development of surgical diseases, used phototherapy; opened the first Russian light therapy room. A lot of new N. And. Velyaminov contributed to the doctrine of surgical treatment of bone tuberculosis and abdominal surgery. April 9, 1920 N. Ah. Velyaminov died and was buried at the Volkov cemetery.

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. 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Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.

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The use of corpora and IT in evaluating oral task competence for Tourism English. CALICO Journal (Texas, USA), 22, 1 (2004), 5–22.04–430Currie, Pat (Carleton U., Canada; Email: pcurrie@ccs.carleton.ca) and Cray, Ellen. ESL literacy: language practice or social practice?Journal of Second Language Writing (New York, USA), 13, 2 (2004), 111–132.04–431Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 82–89.04–432Erler, Lynn (U. Oxford, UK; Email: lynn.erler@educational-studies.oxford.ac.uk). Near-beginner learners of French are reading at a disability level. Francophonie (Rugby, UK), 30 (2004), 9–15.04–433Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email: sfleming@hawaii.edu) and Hiple, David. Distance education to distributed learning: multiple formats and technologies in language instruction. CALICO Journal (Texas, USA), 22, 1 (2004), 63–82.04–434Fonder-Solano, Leah and Burnett, Joanne. Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA), 37, 3 (2004), 459–469.04–435Ghaith, Ghazi (American U. of Beirut, Lebanon; Email: gghaith@aub.ed.lb). Correlates of the implementation of the STAD co-operative learning method in the English as a Foreign Language classroom. Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 279–294.04–436Gilmore, Alex (Kansai Gaidai U., Japan). A comparison of textbook and authentic interactions. ELT Journal (Oxford, UK), 58, 4 (2004), 363–374.04–437Hayden-Roy, Priscilla (U. of Nebraska-Lincoln, USA). Well-structured texts help second-year German students learn to narrate. 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While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisements into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circumscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. 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