Literatura científica selecionada sobre o tema "Columbia College (Columbia University). Class of 1924"

An online survey was conducted among 35 pharmacy students as part of a Drug Informatics mandatory 2-credit hour course given to first-year professional pharmacy students at Howard University College of Pharmacy. The survey investigated the knowledge and opinions of the students on the use of aloe vera juice, slippery elm, ginger tea, and chamomile tea for treating gastroesophageal reflux disease (GERD). Demographic data indicated that most survey participants (77.5%) were female and 90% were in the age range 18-30 years. The primary residence of about 58% of the students was in the District of Columbia-Maryland-Virginia (DMV) area. Work experience prior to joining the College of Pharmacy varied from none to five or more years. About 66.7% had a Bachelor’s degree. Each student of the class of 2027 was asked two sets each of five questions, one set comprising knowledge-based questions, and the other comprising opinion-based questions. An average of about 53.5% of the survey respondents answered the knowledge-based questions correctly. The highest correct response rate was 80%, while the lowest was 20%. For the opinion-based questions, an average of about 77.5% of the respondents demonstrated a positive attitude, with the highest being for aloe vera at 85.7% in treating GERD. Strong disagreement was minimal, ranging from 0.0% to 8.6%.

David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.

The major aim of the present study is to find connections between global-mindedness and some important factors such as gender and level of proficiency. To this end, 182 language learners, 92 females and 90 males, participated in the study. These students were selected and categorized based on one-stage cluster sampling from 16 branches of different language centers, namely Safiran, Shoukoh, and Kish. The main phase of the study was conducted through the use of Google Docs platform that provides the researchers with the well-organized data. Language learners were asked to answer all the demographic information by considering their anonymity during the process of data collection. The result of the study, through t-test, showed that there was a significant difference between male and female language learners regarding their level of global-mindedness. The result also showed that the level of proficiency of the female language learners does not influence their level of global-mindedness. References Byram, M., Zarate, G., & Neuner, G. (1997). Sociocultural competence in languagelearning and teaching: Studies towards a common European framework of reference forlanguage learning and teaching. Strasbourg, France: Council of Europe. Deardorff, D. K. (2011). Assessing intercultural competence. New Directions forInstitutional Research, 149, 65–79. DeMello, M. A. (2011). The impact of study tours in developing global-mindedness amongPK-12 educators in Southeastern Massachusetts (Doctoral dissertation, NortheasternUniversity, Boston) Duckworth, R. L., Levy, L. W., & Levy, J. (2005). Present and future teachers of theworld’s children How internationally-minded are they?. Journal of Research inInternational Education, 4(3), 279–311. Earley, P. C. and Ang, S. (2003). Cultural Intelligence: An Analysis of IndividualInteractions Across Cultures. Palo Alto (CA): Stanford University Press. Fantini, A. E. (2009), Assessing Intercultural Competence: Issues and Tools. In Deardorff,D. K. (ed.), The SAGE Handbook of Intercultural Competence. Thousand Oaks (CA):Sage, 456–476. FitzGerald, H. (2003). How Different Are We? Spoken Discourse in InterculturalCommunication. Clevedon – Buffalo – Toronto – Sydney: Multilingual Matters Ltd. Gaudelli, W. (2003). World class: Teaching and learning in global times. Mahwah, NJ:Erlbaum. Giddens, A. (1991) Modernity and Self-Identity. Cambridge: Polity. Gillian, K. J. (1995). A measure of global-mindedness at the University of NorthernColorado: An assessment of students, faculty, and administrators (Doctoral dissertation,University of Northern Colorado, 1995). Dissertation Abstracts International, 5,08. Hett, E. J. (1993). The development of an instrument to measure global-mindedness(Doctoral dissertation, University of San Diego). Hill, I. (2007). International education as developed by the International BaccalaureateOrganization. The SAGE handbook of research in international education, 25–37. Johnson, J. P., Lenartowicz, T., & Apud, S. (2006). Cross-cultural competence ininternational business: Toward a definition and a model. Journal of International BusinessStudies, 37(4), 525–543. Kehl, K., & Morris, J. (2007). Differences in global mindedness between short-term andsemester-long study abroad participants at selected private universities. Frontiers: TheInterdisciplinary Journal of Study Abroad, 15(1), 67–79. Lakoff, R. (1973). Language and woman's place. Language in society, 2(01), 45–79. Muller, G. C. (2012). Exploring characteristics of international schools that promoteinternational-mindedness (Doctoral dissertation, Teachers College, Columbia University). Olsen, M.E., Lodwick, D.G., & Dunlap, R.E. (1992). Viewing the World Ecologically.Boulder: Westview. Sampson, D. L., & Smith, H. P. (1957). A scale to measure world-minded attitudes. TheJournal of Social Psychology, 45(1), 99–106. Sercu, L. e.a. (2005). Foreign Language Teachers and Intercultural Competence. AnInternational investigation. Clevedon–Buffalo–Toronto: Multilingual Matters Ltd. Smallman, S. C., & Brown, K. (2011). Introduction to international & global studies.Chapel Hill: University of North Carolina Press. Wardhaugh, R. (1992). An Introduction to Sociolinguistics. USA: Blackwell PublishersLtd. Zhai, L., & Scheer, S. (2004). Global perspectives and attitudes toward cultural diversityamong summer agriculture students at the Ohio State University. Journal of AgriculturalEducation, 45(2), 39–51.

IN THE SHADOW OF THE PALMS: The Selected Works of David Eugene Smith by Tristan Abbey, ed. Alexandria, VA: Science Venerable Press, 2022. xii + 155 pages, including a Glossary of Biosketches. Paperback; $22.69. ISBN: 9781959976004. *David Eugene Smith (1860-1944) may not be a household name for readers of this journal, but he deserves to be better known. An early-twentieth-century world traveler and antiquarian, his collaboration with publisher and bibliophile George Arthur Plimpton led to establishing the large Plimpton and Smith collections of rare books, manuscripts, letters, and artefacts at Columbia University in 1936. He was one of the founders (1924) and an early president (1927) of the History of Science Society, whose main purpose at the time was supporting George Sarton's ongoing management of the journal ISIS, begun a dozen years earlier. Smith also held several offices in the American Mathematical Society over the span of two decades and was a charter member (1915) and President (1920-1921) of the Mathematical Association of America (MAA). *Smith is best known, however, for his pioneering work in mathematics education, both nationally and internationally. In 1905, he proposed setting up an international commission devoted to mathematics education (now the International Commission on Mathematical Instruction) to explore issues of common concern to mathematics teachers on all levels, worldwide. He was actively involved in reviving this organization after its dissolution during the First World War and served as its President from 1928 to 1932. Nationally, Smith was instrumental in inaugurating the field of mathematics education, advancing this discipline professionally both in his role as mathematics professor at the prestigious Teachers College, Columbia University (1901-1926) and as an author of numerous best-selling mathematics textbooks for elementary and secondary schools. These texts were not focused solely on mathematical content; they also dealt substantively with teaching methodology, applications, rationales for studying the material, and significant historical developments. *Throughout his life Smith championed placing mathematics within the wider liberal arts setting of the humanities, highlighting history, art, and literary connections in his many talks, articles, and textbooks. For him there was no two-cultures divide, as it later came to be known. While acknowledging the value of utilitarian arguments for studying mathematics (he himself published a few textbooks with an applied focus), he considered such a rationale neither sufficient nor central. For him, mathematics was to be studied first of all for its own sake, appreciating its beauty, its reservoir of eternal truths, and its training in close logical reasoning. But again, for him this did not mean adopting a narrow mathematical focus. In particular, given his wide-ranging interest in how mathematics developed in other places and at other times, he tended to incorporate historical narratives in whatever he wrote. *This interest led him later in life to write a popular two-volume History of Mathematics. The first volume (1923) was a chronological survey from around 2200 BC to AD 1850 that focused on the work of key mathematicians in Western and non-Western cultures; the second volume (1925) was organized topically around subjects drawn from the main subfields of elementary mathematics. His History of Mathematics was soon supplemented by a companion Source Book in Mathematics (1929), which contained selected excerpts in translation from mathematical works written between roughly 1475 and 1875. Smith wrote at a time when the history of mathematics was beginning to expand beyond the boundaries of Greek-based Western mathematics to include developments from non-Western cultures (Egyptian, Babylonian, Indian, Chinese, Japanese, and Arabic), a trend he approved of and participated in professionally. *Smith's interest in broader issues extended even to exploring possible linkages between religion and mathematics. His unprecedented parting address to members of the MAA as its outgoing President is titled "Religio Mathematici," a reflection on mathematics and religion that was reproduced a month later as a ten-page article in The American Mathematical Monthly (1921) and subsequently reprinted several times. Smith's article "Mathematics and Religion" appearing in the National Council of Teachers of Mathematics' sixth yearbook Mathematics in Modern Life (1931) touched on similar themes. These two essays maintain that mathematics and religion are both concerned with infinity, with eternal truths, with valid reasoning from assumptions, and with the existence of the imaginary and higher dimensions, "the great beyond," enabling one to draw fairly strong parallels between them. Thus, a deep familiarity with these facets of mathematics may help one to appreciate the essentials of religion. Mathematics itself was thought of in quasi-religious terms, as "the Science Venerable." Smith's farewell address partly inspired Francis Su in his own presidential retirement address to the MAA in 2017 and in its 2020 book-length expansion Mathematics for Human Flourishing (see PSCF 72, no. 3 [2020]: 179-81). Su's appreciation of Smith's ideas also led him to contribute a brief Foreword to the booklet under review, to which we now turn. *First a few publication details: In the Shadow of the Palms is an attractive booklet produced as a labor of love by someone obviously enamored with his subject. Tristan Abbey is a podcaster with broad interests that include being a "math history enthusiast," but whose primary professional experience up to now has been focused on the environmental politics of energy and mineral resources. This work is the initial (and so far the only) offering by a publication company Abbey set up. Its name, Science Venerable Press, was chosen in honor of Smith's designation for mathematics. *One might classify this work non-pejoratively as a coffee-table booklet. It contains 50 excerpts (Su terms them "short meditations") from a wide range of Smith's writings, selected, categorized, and annotated by Abbey, along with full-page reproductions of eight postcards mailed back home by Smith on his world travels, and two photos, including Smith's Columbia-University-commissioned portrait. Smith's excerpted writing occupies only 109 of the total 167 pages, nearly two dozen of which are less than half full. The amply spaced text appears on 3.25 inches of the 7 inch-wide pages, the outer margins being reserved for Abbey's own auxiliary notes explaining references and allusions that appear in the excerpt. This gives the book lots of white space; in fact, eighteen pages of the booklet are completely blank. Another nine pages contain 75 short biographical sketches of mathematicians taken from Smith's historical writings; these are unlinked to any of the excerpts, but they do indicate the breadth of his historical interests. Unfortunately, no index of names or subjects is provided for the reader who wants to learn whether a person or a topic is treated anywhere in the booklet; the best one can do in this regard is consult the titles Abbey assigns the excerpts in the Table of Contents. *The booklet gives a gentle introduction to Smith's views on mathematics, mathematics education, and the history of mathematics. The excerpts chosen are more often literary than discursive. Smith was a good writer, able to keep the reader's attention and convey the sentiments intended, but these excerpts do not develop his ideas in any real length. They portray mathematics in radiant--sometimes fanciful--terms that a person disposed toward the humanities might find attractive but nevertheless judge a bit over-the-top: mathematicians are priests lighting candles in the chapel of Pythagoras; mathematics is "the poetry of the mind"; learning geometry is like climbing a tall mountain to admire the grandeur of the panoramic view; progress in mathematics hangs lanterns of light on major thoroughfares of civilization; and retirement is journeying through the desert to a restful oasis "in the shadow of the palms." Some passages are parables presented to help the reader appreciate what mathematicians accomplished as they overcame great obstacles. *While the excerpts occasionally recognize that mathematics touches everyday needs and is a necessary universal language for commerce and science, without which our world would be unrecognizable, their main emphasis--in line with Smith's fundamental outlook--is on mathematics' ability on its own to deliver joy and inspire admiration of its immortal truths. These are emotions many practicing mathematicians and mathematics educators share; Smith's references to music, art, sculpture, poetry, and religion are calculated to convey to those who are not so engaged, some sense of how thoughtful mathematicians value their field--as a grand enterprise of magnificent intrinsic worth. *In the Shadow of the Palms offers snapshots of the many ideas found in Smith's prolific writings about mathematics, mathematics education, and history of mathematics. It may not attract readers, though, who do not already understand and appreciate Smith's significance for these fields. Abbey himself acknowledges that his booklet "only scratches the surface of [Smith's] contributions" (p. 4). A recent conference devoted to David Eugene Smith and the Historiography of Mathematics (Paris, 2019) is a step toward recognizing Smith's importance, but a comprehensive scholarly treatment of Smith's work within his historical time period remains to be written. *Reviewed by Calvin Jongsma, Professor of Mathematics Emeritus, Dordt University, Sioux Center, IA 51250.

Abstract Introduction: The overall aim of our study was to determine if iron deficiency has harmful effects on cardiac function in children with chronic heart failure. Heart failure in children is a complex, heterogeneous disorder leading to a final common pathway of cardiomyocyte dysfunction and attrition. Cellular, animal, and human studies have shown that iron deficiency causes cardiomyocyte dysfunction that can be reversed with iron treatment. Cellular studies of human iron-deficient cardiomyocytes have shown that supplemental iron restores impaired contractility and relaxation. Animal studies have found that cardiomyocyte-specific deletions or alterations of critical iron proteins (transferrin receptor 1, hepcidin, ferroportin) produce cardiomyocyte iron deficiency (without anemia) and result in ultimately fatal cardiac dysfunction that can be rescued with intravenous (IV) iron. Over half of adults with chronic heart failure are iron deficient. Meta-analysis of small randomized clinical trials has shown that IV iron significantly reduces recurrent hospitalization, cardiovascular mortality, and all-cause mortality in iron deficient adults with heart failure. European Society of Cardiology, American College of Cardiology and American Heart Association guidelines recommend consideration of IV iron therapy for adult iron-deficient patients with heart failure. The prevalence and consequences of iron deficiency in children with heart failure have not been established. Previously, two small retrospective studies of children with heart failure have reported that 56% to 96% were iron deficient, with increased morbidity and mortality. The goals of our study of children with heart failure were to determine (i) how often iron status is assessed, (ii) the prevalence of iron deficiency, and (iii) the effects of iron deficiency on cardiac function in patients with cardiomyopathy. Methods: We retrospectively reviewed electronic medical records to identify pediatric patients ages 1-21 years old seen at Columbia University Irving Medical Center Pediatric Heart Failure clinic with absolute iron deficiency during 2010-2020. Heart failure was defined as presence of symptoms or systolic dysfunction by echocardiography. Patients were excluded with a history of heart transplant, isolated diastolic failure, or renal failure requiring dialysis. In adults with heart failure, a transferrin saturation <20% has a sensitivity of 94% and a specificity of 84% in identifying absolute iron deficiency, as determined from a bone marrow aspirate, and iron stores were present in 100% of patients with a transferrin saturation ≥30% (Circ Heart Fail. 2018;11:e0045). In children with heart failure, we used these criteria to define absolute iron deficiency as a transferrin saturation <20% and iron sufficiency as a transferrin saturation ≥30%. Patients with an intermediate transferrin saturation are likely a mixture of absolute and functional iron deficiency, and of iron sufficiency and were excluded from our analysis of cardiomyopathy. Cardiac ejection fraction was evaluated by an echocardiogram performed within 3 months of measurement of transferrin saturation. Results: Of 579 patients with heart failure, only 159 (27%) had any type of laboratory iron studies. Of patients with iron studies, 81 (51%) were evaluated as outpatients; 49% as inpatients. The cause of heart failure was cardiomyopathy (52%), congenital heart disease (34%), acute myocarditis (6%), and other (8%). In the 82 patients with heart failure due to cardiomyopathy, 39 (48%) were iron deficient and 16 (20%) iron sufficient. In the iron deficient children with cardiomyopathy, the left ventricular ejection fraction was lower than in the iron sufficient patients (median 21% vs. 37%; p=0.03 (Mann-Whitney); Figure). The groups did not differ significantly with respect to hemoglobin (Figure), sex, age, or New York Heart Association class. Conclusion: We report a clinically important decrease in cardiac ejection fraction in children with heart failure due to cardiomyopathy who have absolute iron deficiency. Potentially, iron treatment could safely and effectively reverse the harmful effect of iron deficiency on heart function and prospective randomized trials of oral and intravenous iron therapy are urgently needed. Measurement of iron status should routinely be included in the evaluation of children with heart failure. Figure 1 Figure 1. Disclosures Neunert: Novartis: Research Funding.

LANGER, Susanne Katherina. The Lord of Creation. Fortune Magazine, v. 30. P. 127-154. 1994.2 O senhor da Criação Resumo: Neste artigo, publicado pela revista Fortune em 1944, a filósofa estadunidense Susanne K. Langer retoma temas fundamentais de sua obra mais célebre, Filosofia em nova chave, cuja primeira edição data de 1942. Em linguagem acessível destinada a público não especializado, a autora sintetiza sua concepção antropológica, visitando questões como a especificidade de nossa mentalidade; a distinção entre os signos e os símbolos, assim como entre as esferas do real e do possível; a transformação simbólica; a essência da linguagem; a relevância de formas articuladas não discursivas para a expressão e a cognição humanas; a conexão entre a razão e a loucura. Para além de uma mera síntese, Langer relaciona, de modo sagaz e oportuno, tais aspectos ao período de guerra no qual escreveu este artigo, ao observar, como sintoma da crise cultural de então, a perda de referências simbólicas e a substituição dos antigos símbolos (míticos e religiosos) por aquele do nacionalismo. Palavras-chave: expressão; signo; símbolo; linguagem; crise da cultura The Lord of Creation Abstract: The American philosopher Susanne K. Langer reviews, in this article, published by Fortune Magazine in 1944, some fundamental themes of her most renowned work, Philosophy in a New Key, firstly edited in 1942. The author sums up her anthropological conception, through an accessible language intended to a general public, examining topics such as the specific trait of our mentality; the distinction between signs and symbols, as well as between the domains of the real and the possible; symbolic transformation; the essence of language; the importance of non-discursive articulate forms for human expression and cognition; the relationship between reason and lunacy. In addition to that synthesis, Langer relates those aspects, in an insightful and opportune way, to the war period when this article was written, observing, as a symptom of the cultural crisis of that time, the loss of symbolic references and the substitution of the old symbols (mythical and religious) for the one of nationalism. Keywords: expression; sign; symbol; language; crisis of culture El Señor de la Creación Resumen: En este artículo, publicado por la revista Fortune en 1944, la filósofa estadounidense Susanne K. Langer reanuda temas fundamentales de su más célebre obra, Nueva clave de la filosofía, cuya primera edición data de 1942. Por medio de un lenguaje accesible destinado a un público no especializado, la autora sintetiza su concepción antropológica, examinando cuestiones como la especificidad de nuestra mentalidad; la distinción entre los signos y los símbolos, así como entre los campos de lo real y de lo posible; la transformación simbólica; la esencia del lenguaje; el importante rol de las formas articuladas no discursivas para la expresión y la cognición humanas; la conexión entre razón y locura. Más que una mera síntesis, Langer relaciona esos aspectos de modo agudo y oportuno, al período de guerra en el cual escribió este artículo, al observar, como síntoma de la crisis cultural de entonces, la pérdida de referencias simbólicas y la sustitución de los antiguos símbolos (míticos y religiosos) por aquel del nacionalismo. Palabras clave: expresión; signo; símbolo; lenguaje; crisis de la cultura Data de registro: 28/10/2022 Data de aceite: 01/02/2023 2 Susanne Katherina Knauth nasceu em 20 de dezembro de 1895, na cidade de Nova Iorque, de pais imigrantes alemães, que cultivavam forte apreço pela música e pela literatura. Tal herança familiar se fez notar, desde cedo, em Susanne, que, em sua infância e adolescência, interessou-se pelo estudo do piano, assim como pela escrita e pela ilustração de poemas e contos. Também revelou seu genuíno interesse pela filosofia ainda menina, quando leu, aos doze anos de idade, a Crítica da razão pura, de Kant, no original alemão. Em 1916, ingressou, como aluna de Filosofia, no Radcliffe College, instituição de ensino superior destinada a moças da elite, cujo corpo docente era constituído por professores da Universidade de Harvard, numa época em que essa universidade atendia exclusivamente estudantes do gênero masculino. Paralelamente aos estudos acadêmicos, teve aulas de violoncelo, teoria e composição musical. Graduou-se em Filosofia em 1920, tendo como orientador o lógico Henry Sheffer, que exerceria importante sobre suas concepções de lógica e de forma. Casou-se, em 1921, com o historiador William L. Langer, cujo sobrenome adotou e conservou, mesmo após seu divórcio, em 1942. Seguiu seus estudos de pós-graduação no Radcliffe College, com a dissertação de mestrado Eduard von Hartmann’s Notion of Unconscious Mind and its Metaphysical Implication (1924) e a tese de doutorado A Logical Analysis of Meaning (1926), esta sob a orientação de Alfred Whitehead. Tornou-se tutora de Filosofia no Radcliffe College, em 1927, e fundou, juntamente com C. I. Lewis, Alonzo Church, W. V. Quine, a Associação para Lógica Simbólica, em meados de 1930. Atuou, a partir de 1943, em cargos temporários como docente em diversas instituições de ensino nos EUA, até assumir o primeiro posto permanente num departamento de Filosofia (Connecticut College), em 1954. Recebeu o título de doutora honoris causa de diversas escolas e universidades, incluindo a Columbia University, e foi eleita, em 1960, para a Academia Americana de Artes e Ciências. Foi agraciada com dois fundos de pesquisa: o primeiro, da Fundação Rockefeller (1946-1950), que viabilizou a escrita de Sentimento e forma (1953), e o segundo, da Fundação Kaufmann (1957-1982), que, em sua terceira idade, permitiu-lhe desligar-se de modo definitivo da docência e dedicar-se com exclusividade à pesquisa e à preparação da trilogia Mind: an Essay on Human Feeling (1967, 1971 e 1982). Sua produção filosófica pode ser dividida em três fases: a primeira, que cobre as décadas de 1920 e 1930, focalizada na lógica e na epistemologia [The Practice of Philosophy (1930) e An Introduction to Symbolic Logic (1937)]; a segunda, que cobre as décadas de 1940 e 1950, focalizada na filosofia da ciência, da cultura e da arte, marcada por forte influência de Ernst Cassirer [Filosofia em nova chave: um estudo do simbolismo da razão, rito e arte (1942); Sentimento e forma e Problems of Art (1957)]; e a terceira, que abrange do início da década de 1960 ao início da década de 1980, dirigida à filosofia da mente, à questão do sentimento e à cognição incorporada, numa abordagem em rico diálogo com as ciências empíricas [Ensaios filosóficos (1961) e os três volumes de Mind]. Embora tenha se voltado a diferentes áreas de estudo, a autora destacou-se, sobretudo, por sua filosofia da arte, que despertou o interesse não só de teóricos, mas também de artistas. Seu livro mais conhecido, Filosofia em nova chave, no qual intuiu, a partir da música, uma possível significação para a arte em geral, obteve incomum sucesso para um título filosófico: estima-se que, somando todas as suas edições e traduções em dez idiomas, ele tenha vendido 560.000 exemplares. Fontes: CHAPLIN, Adrienne Dengerink. The Philosophy of Susanne Langer: Embodied Meaning in Logic, Art and Feeling. London: Bloomsbury Academic, 2020; DRYDEN, Donald. “Susanne K. Langer”. In: DEMATTEIS, Philip B. (ed.); McHENRY, Leemon B. (ed.). Dictionary of Literary Biography, v. 270: American Philosophers before 1950. Farmington Hills (Michigan): Gale Research, 2002. p. 189-199.

AbstractObjectivesThis study aimed to assess the impact of a telehealth rotation on the perceived benefits and challenges of telehealth use among third‐year dental students at the Columbia University College of Dental Medicine (CDM).MethodsA newly implemented weeklong telehealth rotation at CDM engaged all 95 third‐year dental students from the 2022 graduating class through assigned readings and virtual interaction with patients. The telehealth rotation involves virtual visits with patients for screening and triage. An ongoing retrospective assessment of the students’ post‐rotation evaluation was analyzed qualitatively to identify emerging themes and was coded to describe students’ attitudes and beliefs about telehealth.ResultsStudents reported that the greatest benefit of telehealth is logistical convenience, while the greatest challenge to telehealth is related to the use of technology. After the telehealth rotation, students reported improvement in their clinically relevant skills and knowledge, including patient education, facilitating access to care, and communication skills.ConclusionsThe skills reported by students as the most important learning takeaway from the telehealth rotation are applicable to many aspects of care delivery, beyond the scope of telehealth. The incorporation of telehealth education into dental curricula allows students to improve essential clinically relevant skills and knowledge beyond the procedural skills emphasized during in‐person patient appointments.

During the first two decades of the 20th century, the expansion of private foundations and philanthropic initiatives in the United States converged with a comprehensive, nationwide agenda of progressive education and post-war social reconstruction that situated childhood at its core. From 1924 to 1928, the Laura Spelman Rockefeller Memorial was the main foundation behind the aggressive, systematic funding of the child development movement in North America. A pioneering institution, the Institute of Child Welfare Research, established in 1924 at Columbia's Teachers College, was the first Rockefeller-funded programme of its kind at an American university. The Institute was influential in helping set up a nationwide network of child welfare institutes at other universities. Twelve years later, it would also be the first of those institutes to close. Nonetheless, the Institute's context, emergence, and development have been overlooked or misrepresented by previous scholarship, which calls for a new, critical historical analysis. By drawing on a number of archival sources and unpublished materials, this paper offers a critical reconstruction of the Institute's internal, often unstable history, emphasizing its origins, members, and administrative changes. I argue that the demise of the Institute should be understood in the context of both the revision of philanthropic policies in the late 1920s and the Institute's singular emphasis on teaching and training over research. The resulting narrative allows for a deeper, more informed understanding of both the Institute's origins and its eventual folding.

The University of British Columbia Vantage College offers a pathway for academically qualified international students who do not yet meet the English language admission requirements fordirect entry into UBC. In the summer of 2020, during the COVID-19 pandemic, we taught four courses to a cohort of 64 students scattered across the globe. The courses were taught online and asynchronously, raising coordination challenges in terms of class schedule and delivery, assessment, and student support. To address those challenges, we developed a highly structured weekly schedule, specifying lecture and assessment days, as well as regular, synchronous office hours. We met weekly to keep each other updated about the progress of students. Students falling behind in multiple courses were reported in an “early alert” system: a university-specific resource through which students are contacted by health and wellness staff. A midterm survey was conducted and the feedback was generally positive. Final results in the courses were varied, with some comparable

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AbstractSince 1996, Columbia University and Barnard College have required that undergraduate environmental majors take “Earth’s Environmental Systems: Climate.” The class is co-taught by 2–3 professors and is offered by different teams in fall and spring semesters. As one of the longest, continuously running, required classes on climate in the world, tracing changes in the content of this class, as well as the perspectives of its professors and students, provides insight into the evolution of climate change from a component of Earth’s system, to an international crisis. This chapter discusses the experiences of teaching undergraduate students - both science majors and non-majors - about Earth’s climate system and the risks facing the planet and society. Drawing on 845 student course evaluations and 20 survey responses from co-teachers and teaching assistants, we trace how the course, students, and faculty have evolved over two decades (1996–2018) as the earth warmed, environmental and ecosystems changed, projections of future impacts became more robust, demand for adaptation strategies and mitigation actions increased, and public discourse became polarized. We reflect on how, as we adjusted to these trends, we moved beyond our scientific training to discuss decision-making and actions within an increasingly charged national discourse.

Abstract Margaret Mead was born on December 16, 1901, in Philadelphia. Her mother, Emily Fogg Mead, was a feminist as well as an academic. After a year at DePauw University in Indiana, Margaret Mead transferred to Barnard College in New York City in 1920. There, her chief mentor was anthropologist Ruth Benedict. Mead earned two degrees at Columbia, an M.A. in psychology (1924) and a Ph.D. in anthropology (1929). She married sociologist Luther Cressman in 1923.

Jackson teaches for a year, and then attends Ohio Wesleyan University, where she excels academically. Her personality emerges from records of her activities, and it’s clear she is an energetic and enterprising young woman. She earns not the usual degree women did, but the regular B.A. degree, graduating with the same credentials men did. Jackson teaches, then returns home when her father dies. She returns to Ohio Weslyan and earns a masters degree. She attends Columbia University and earns a Ph.D., only the second woman in the history of the college to do so. Her life as a female Ph.D. student and Southerner in a great Northern city is discussed. While at Columbia, Jackson studies balladry in her Spanish Literature class, and hears about ballads being sung in the Kentucky hills from two classmates, who in turn learned of this from two lecturers from Berea College.

This chapter recounts Julius Chambers's achievements during college, graduate school, and law school. After graduating summa cum laude from North Carolina College for Negroes and obtaining his masters degree in history at the University of Michigan, Chambers was admitted to the University of North Carolina School of Law, desegregated the prior decade by federal court order over the forceful objections of University and North Carolina officials. Chambers, despite being ranked 112th among the 114 students admitted to the Class of 1962 and notwithstanding a generally unwelcoming, often hostile atmosphere at the Law School and on campus, became editor-in-chief of the Law Review and graduated first in his class. This chapter also details Chambers's marriage to Vivian Giles and the couple's decision to move to New York City when, after no North Carolina law firm would grant Chambers a job interview, Columbia Law School quickly stepped forward with the offer of a one-year fellowship.

Abstract Pixley ka Izaka Seme, born to a Christian family in Natal in 1881, left South Africa in 1898 with plans to study in the United States, following in the footsteps of his cousin John Dube, who had attended Oberlin College in Ohio. With the assistance of the American Congregationalist missionary Reverend S. C. Pixley, whose name he adopted, Seme attended the mission-run Mt. Hermon School for Boys in Northampton, Massachusetts. He then went to Columbia University in New York, where he won the university’s highest oratorical honor for a speech entitled “The Regeneration of Africa.” After earning a law degree at Oxford University, Seme returned home as an attorney in 1910, unprepared for the shocking treatment of Africans in Johannes-burg. Young and self-confident, he reacted with rage when a group of whites objected to his traveling first class on a train and threatened them with a loaded gun. His justification of this impulsive action conveyed his strong class and professional identity. “Like all solicitors,” he replied, “I, of course, travel first class.” Sparked by this anger, Seme would go on to initiate a new protest organization, the South African Native National Congress, which would struggle for more than eighty years to transform the oppressive conditions in his country.