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Pransky, Joanne. "Geoff Howe, senior vice president, Howe and Howe, Inc., a subsidiary of Textron Systems; co-pioneer of robotic firefighting technologies, including Thermite™ firefighting robots". Industrial Robot: the international journal of robotics research and application 48, n.º 2 (19 de junho de 2021): 169–73. http://dx.doi.org/10.1108/ir-12-2020-0266.
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Purpose The purpose of this paper is to provide a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business and personal experience of a prominent, industry engineer-turned entrepreneur regarding his pioneering efforts in bringing a robotic invention to market. This paper aims to discuss these issues. Design/methodology/approach The interviewee is Geoff Howe, Senior Vice President of Howe & Howe, Inc., a subsidiary of Textron Systems and a leader in advanced robotic platform solutions and applications built and proven for the most extreme conditions in the world. Geoff and Michael Howe founded Howe & Howe Technologies in 2001 and was acquired by Textron Systems in 2018. In 2010, Howe and Howe developed one of the world’s first robotic fire-fighting solutions. Geoff Howe describes the evolution of the Thermite robotic firefighter’s commercial development, along with the challenges of breaking ground in this new industry. Findings Geoff and his identical twin brother, Michael Howe, are inventors, military contractors, actors and entrepreneurial businessmen famous for their philanthropic drive to give back to their community. When Geoff and Mike were just six years old, they were known as “Howe and Howe Construction.” At the age of eight, Mike and Geoff built their own one room log cabin with the power tools their mom had given them for their birthday. At 16 years old, they started tinkering with vehicles before they even had their drivers’ licenses. They both graduated from Maine high school and colleges with honors. The company’s portfolio includes the RIPSAW® , Thermite, the Badger, Subterranean Rover and other extreme vehicles used for numerous applications. In 2010, Howe and Howe completed three new vehicles. First was the Thermite™ which entered the unmanned ground vehicle (UGV) market as the USA’s first firefighting UGV. The second vehicle was Ripchair™, the development of an off-road wheelchair for those that have become disabled and are unable to walk. The third vehicle was Riptide, the amphibious version of the RIPSAW. Year 2015 saw the commercial development of the Big Dog Extreme 4x4 fire truck and the Thermite RS1 and RS3 firefighting robots. The Big Dog is an off-road truck and also serves as an all-terrain multi-use firetruck. The Thermite provides firefighters and first responders immediate eyes inside the fire as well the ability to safely attack industrial, chemical and HAZMAT fires from their core. The Thermite robot provides safety and inside access on containing and defeating fires of any magnitude. Originality/value Howe & Howe Technologies first gained notoriety in 2001, with the development of the world’s fastest tank, the RIPSAW. Successful demonstrations soon followed, which eventually allowed the Howes, at the age of 31, to be named among the youngest in history to ever receive a multi-million dollar military contract from the USA. Soon after, in 2010, Howe & Howe received a Guinness World Record for developing the world’s smallest armored vehicle, the Badger. By the time the Howes were 36, they had one world record, multiple patents pending for their product developments, as well as military contracts. The Howes also had their own reality television show on a major US network. In 2010, they completed the Thermite, Fire Fighting Unmanned Ground Vehicle. In 2012, the Howes founded “Outdoors Again,” a nonprofit 501c3 organization that holds outdoor events and social activities for those who require the use of a wheelchair.
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Lindsay, Robert, H. Roger Grant, Marsha L. Frey, John T. Reilly, James F. Marran, Victoria L. Enders, Benjamin Tate et al. "Book Reviews". Teaching History: A Journal of Methods 14, n.º 1 (5 de maio de 1989): 36–56. http://dx.doi.org/10.33043/th.14.1.36-56.
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Martin K. Sorge. The Other Price of Hitler's War. German Military and Civilian Losses Resulting from World War II. Westport, CT: Greenwood Press, 1986. Pp. xx, 175. Cloth, $32.95; M. K. Dziewanowski. War At Any Price: World War II in Europe, 1939-1945. Englewood Cliffs, NJ: Prentice-Hall, 1987. Pp. xiv, 386. Paper, $25.67. Review by Lawrence S. Rines of Quincy Community College. David Goldfield. Promised Land: The South Since 1945. Arlington Heights, IL: Harlan Davidson, Inc., 1987. Pp. xiii, 262. Cloth, $19.95, Paper, $9.95; Alexander P. Lamis. The Two Party South. New York: Oxford University Press, 1984. Pp. x, 317. Cloth, $25.00; Paper, $8.95. Review by Ann W. Ellis of Kennesaw College. Walter J. Fraser, Jr., R. Frank Saunders, Jr., and Jon L. Wakelyn, eds. The Web of Southern Social Relations: Women, Family, and Education. Athens: University of Georgia Press, 1985. Pp. XVII, 257. Paper, $12.95. Review by Thomas F. Armstrong of Georgia College. William H. Pease and Jane H. Pease. The Web of Progress: Private Values and Public Styles in Boston and Charleston, 1828-1842. New York and Oxford: Oxford University Press, 1985. Pp. xiv, 334. Paper, $12.95. Review by Peter Gregg Slater of Mercy College. Stephen J. Lee. The European Dictatorships, 1918-1945. London and New York: Methuen, 1987. Pp. xv, 343. Cloth, $47.50; Paper, $15.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Todd Gitlin. The Sixties: Days of Hope, Days of Rage. New York: Bantam, 1987. Pp. 483. Cloth, $19.95; Maurice Isserman. IF I HAD A HAMMER... : The Death of the Old Left and the Birth of the New Left. New York: Basic Books, 1987. Pp. xx, 244. Cloth, $18.95. Review by Charles T. Banner-Haley of Martin Luther King, Jr. Center for Nonviolent Social Change, Inc. Donald Alexander Downs. Nazis in Skokie: Freedom, Community, and the First Amendment. Notre Dame IN: Notre Dame Press, 1985. Pp. 227. Paper, $9.95. Review by Benjamin Tate of Macon Junior College. Paul Preston, The Triumph of Democracy in Spain. London and New York: Methuen, 1986. Pp. 227. Cloth, $32.00. Review by Victoria L. Enders of Northern Arizona University. Robert B. Downs. Images of America: Travelers from Abroad in the New World. Urbana and Chicago: University of Illinois Press, 1987. Pp. 232. Cloth, $24.95. Review by James F. Marran of New Trier Township High School, Winnetka, IL. Joel H. Silbey. The Partisan Imperative: The Dynamics of American Politics Before the Civil War. New York and Oxford: Oxford University Press, 1985. Pp. viii, 234. Paper, $8.95. Review by John T. Reilly of Mount Saint Mary College. Barbara J. Howe, Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. Houses and Homes: Exploring Their History. Nashville: The American Association for State and Local History, 1987. Pp. xii, 168. Paper, $13.95; $11.95 to AASLH members. Review by Marsha L. Frey of Kansas State University. Thomas C. Cochran. Challenges to American Values: Society, Business and Religion. New York and Oxford: Oxford University Press, 1987. Pp. 147. Paper, $6.95. Review by H. Roger Grant of University of Akron. M.S. Anderson. Europe in the Eighteenth Century, 1713-1783. London and New York: Longman, 1987. Third Edition. Pp. xii, 539. Cloth, $34.95. Review by Robert Lindsay of the University of Montana.
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Silva, Carlos Carvalho da. "“CHAPA BRANCA” NA BEIJA-FLOR, O GRANDE DECÊNIO NA AVENIDA EM 1975 / “White Plate” in Beija-Flor, the great decene on the avenue in 1975". arte e ensaios 26, n.º 40 (2 de dezembro de 2020): 217–31. http://dx.doi.org/10.37235/ae.n40.15.
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O artigo tem como objetivo analisar o enredo carnavalesco do G.R.E.S. Beija-Flor de Nilópolis no ano de 1975 intitulado “O grande decênio”, desenvolvido pelo jornalista e professor Manuel Antônio Barroso. Buscamos aproximar, através da materialidade criada com o desdobramento do enredo textual para o enredo visual, com as fantasias carnavalescas como ferramenta de propagação do ideário militar durante o período do “milagre brasileiro”. Os enredos patrióticos desse período, conhecidos nos dias de hoje como “chapa-branca”, proporcionaram às agremiações alinhadas à ideologia militar o estigma de escola patriótica ou ainda como “unidos da arena”. A escola de samba de Nilópolis carregou esse fardo pesado, mesmo após a contratação do carnavalesco Joãozinho Trinta, com o enredo “Sonhar com rei dá leão”, em 1976, que conquistou o campeonato daquele ano. Sendo assim, o carnavalesco e a agremiação foram, ainda assim, criticados e julgados pelas marcas de um passado não distante: o ano de 1975 – o grande decênio.Palavras-chave: Carnaval, Chapa-branca, Beija-Flor, Militar, Fantasia.AbstractThe article aims to analyze the carnival story of G.R.E.S. Beija-Flor of Nilópolis in the year of 1975 titled "The great decade". We seek to approach, through materiality created with unfolding of textual plot for the visual, carnival fantasies as a tool for propagating the military ideology during the period of the "Brazilian miracle". The patriotic plots of this period, known nowadays as the "white plate", have given the military-aligned groups the patriotic school stigma. The Nilópolis samba school carried this heavy burden, even after the signing of the carnival Joãozinho Trinta, with the plot "Dreaming of a King of the Lion" in 1976, which won the championship that year. Thus, the carnivalesco and the association were nevertheless criticized and judged by the marks of a not distant past: the year of 1975.Keywords: Carnival, White Plate, Beija-Flor, Military, Fantasy.
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Cole, Rebekah F. "Supporting Students in Military Families during Times of Transition: A Call for Awareness and Action". Professional School Counseling 20, n.º 1 (janeiro de 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.36.
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Throughout their time in school, students in military families face many challenging periods of transition, which include deployments, relocations, and the family's separation from the military. During these transitions, students in military families may be especially susceptible to social, emotional, and academic challenges both in their home lives and in their school lives. As advocates for all students, school counselors are called to actively support this population in these times of transition. Examples of support that aligns with these students' needs include performing academic interventions, creating partnerships with family and community members, accessing appropriate resources, facilitating peer support, referring students to outside mental health providers, and providing professional development training to equip other school personnel on best practices for working with this population. Overall, school counselors should be aware of best practices for intervening and should actively carry out these interventions to help students in military families overcome the challenges they face in the midst of their families' transitions.
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Sportsman, Michel, e Lisa Thomas. "Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans". InSight: A Journal of Scholarly Teaching 10 (1 de agosto de 2015): 43–55. http://dx.doi.org/10.46504/10201504sp.
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Cousley, Alex, Peter Siminski e Simon Ville. "The Effects of World War II Military Service: Evidence from Australia". Journal of Economic History 77, n.º 3 (21 de agosto de 2017): 838–65. http://dx.doi.org/10.1017/s0022050717000717.
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Outside of the United States, few studies have estimated the effects of World War II service. In Australia, general war-time conscription and minimal involvement in the Korean War led to large cohort differences in military service rates, which we use for identification. We find a small, temporary negative effect on employment and a substantial positive effect on post-school qualifications, but not at the university level. While service increased home ownership slightly, it greatly reduced outright home ownership, consistent with the incentives provided by veterans' housing benefits. We also find a positive effect on marriage, but only from 1971.
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Calcan, Gheorghe. "Lieutenant-Colonel Constantin Apostol, From Glory To Unfair Humiliation". International conference KNOWLEDGE-BASED ORGANIZATION 25, n.º 2 (1 de junho de 2019): 230–33. http://dx.doi.org/10.2478/kbo-2019-0086.
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Abstract Constantin Apostol (1903-1995) was a prominent representative of the interwar Romanian horse riding [1]. He was born in Săgeata, Buzău County [2], attended primary school in his home town, high school in Buzău and military studies in Târgovişte and Sibiu. As far as his military career is concerned, C. Apostol advanced up to the rank of a lieutenant-colonel. He participated in various international competitions, winning many awards, including the first prize, in countries, such as: England, Austria, Belgium, Czechoslovakia, Yugoslavia, Germany, France, Italy, Poland. He took part in the military operations of World War II, both in the East and in the West, being decorated for his actions on both war fields. After the establishment of the communist regime, Constantin Apostol was continuosly humiliated, and finally imprisoned. In our work, the author aims to present, for the first time ever, precisely this final stage of his life.
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Scharpf, Adam. "Why Governments Have Their Troops Trained Abroad: Evidence from Latin America". International Studies Quarterly 64, n.º 3 (4 de julho de 2020): 734–47. http://dx.doi.org/10.1093/isq/sqaa043.
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Abstract Why do governments send their soldiers abroad for military training? Governments frequently expose their troops to training offered by other countries, although this may undermine military control and even lead to coups. Focusing on the demand side of security assistance, I argue that governments accept these costs to achieve diplomatic and military goals. Governments first send some soldiers abroad to substantiate their cooperation with the host country. Once this diplomatic commitment is made, governments increase training rates to counter threats using military skills unavailable at home. I test both arguments by studying training patterns at the most notorious US training facility: the School of the Americas. Using original data based on more than 60,700 course attendance records between 1946 and 2004, I find support for the proposed diplomatic and military logics of foreign training. Governments were more likely to send soldiers to the school after they had aligned their foreign policy with that of the United States, and only increased training in response to insurgent attacks. The findings demonstrate why and when governments are willing to cede significant parts of their political power to foreign-trained soldiers and other states. This has important implications for understanding military effectiveness and security cooperation.
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Okwelum, C. O. "Resource Curse Thesis: Nigerian Experience of Oil Theft". African Journal of Law, Political Research and Administration 4, n.º 1 (25 de maio de 2021): 70–84. http://dx.doi.org/10.52589/ajlpra-fd6heq0t.
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The emergence of the crime of oil theft and illegal refineries is not sudden but the realization of its negative economic impact on the national economy and the business of multinational oil companies have taken the State and the companies by storm shortly after the Presidential proclamation of amnesty in 2009 was configured to fob-off militancy in the Niger Delta of Nigeria. This paper attempts to address the resource curse of oil theft and illegal refineries in the region from a legal theoretical framework running through the various socio-legal theories through which the crime can be viewed and explained. It panders to the critical theoretical school which attributes the causes mainly to State and multinational oil company failures in infrastructural development and social responsibility commitments to the indigenous minority ethnic communities of the Niger Delta region of Nigeria rather than the orthodox school which blames the militants for ‘greed not grievance’ instincts. It employs the analytical, historical and doctrinal methods in presenting and analyzing its research data and in drawing its conclusions. The paper finds that two major and mutually repugnant tendencies in the explanation of the crime crop up from the research records. The one pursued by State actors which is anti-recognition and vehemently opposed to oil theft and local refineries and which calls for their bombardments and annihilation through the instrumentality of military strike force, JTF, and the other which is purveyed by non-State actors which is pro-oil theft that believes that the best approach ought to be condonation, legal regulation and mainstreaming of the phenomenon as part of an indigenous building block of development. This latter perspective discountenances the employment of brute force in the confrontation of the phenomenon and is thus recommended in this paper.
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Wick, David P. "The Lyceum in Twilight: Athens’ “Second School” and its Struggle to Re-Invent Itself and Survive in the Last Years of the Roman Republic". Athens Journal of History 8, n.º 2 (28 de fevereiro de 2022): 99–108. http://dx.doi.org/10.30958/ajhis.8-2-1.
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After the Athenian crisis of the early 80’s, which saw the ancient city held hostage between an Anatolian military expedition (whose leader at least claimed some intellectual credentials from Athenian schools including the Lyceum) and a renegade Roman with only the most cynical interest in heritage or culture, the schools of Athens – in particular the “peripatetic” school which dated back to Aristotle – faced challenges of identity, recruiting students, and in holding its own, perhaps too “peripatetic,” faculty. In early post-classical and Hellenistic times the second and third generation Lyceum had been successful, even when it had lost intellectual “stars” like Theophrastus, and (worse) its original library, to rivals like Pergamum – but as the other schools attracted career-minded students from the west, Aristotle’s foundation of a broad-minded liberal arts approach to learning in the Lyceum grove was in danger. The Lyceum seems actually to have failed for a time, or at least to have limped through the middle first century with faculty borrowed from the Akademe, in spite of a reputation for teaching practical politics which neither the Epicureans nor the Stoics could substitute for very well. Experts of the Aristotelian sort found either too-attractive employment in an Italy closer to the centers of power, or too strong a lure toward traveling consulting positions with neophyte Romans trying to learn the eastern Mediterranean “on their jobs.” At its Athenian home, it moved a significant part of its teaching into the city and melded it into the ephebeia or “civic school” for young Athenian citizens (but in the new Athens, those included a more and more multi-cultural mix of foreign youth as the Republic’s business class and students arrived in town). And then, it also attracted those in retirement from the turmoil of the disintegrating Republic, who valued the Lyceum more as a refuge than as a provider of power-skills for “players,” the sort of thing the Akademe or the Epicurean ‘Garden’ did. The solution itself endangered Aristotle’s idea for the school. As the Republic died, the “Peripatetic” school’s greatest teachers were more often on the road with its “players” than home. What it kept at its home, though, it re-invested in the educational life of its own city. The Lyceum, like the Stoa, found its new Athenian home “downtown” in more ways than one, and faced challenges quite familiar both in modern “peripatetic” and in “career-direct” higher education.
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Maper, Shadrach. "Analysing Barriers to Girls’ Education Outcomes in South Sudan". Texila International Journal of Management 10, n.º 1 (29 de fevereiro de 2024): 1–7. http://dx.doi.org/10.21522/tijmg.2015.10.01.art001.
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The study was conducted to analyzed barriers to girl education South Sudan programme. With literacy rate for the country at 47%, female literacy is worse within the region with 42% of the overall enrolment were girls which was lower by 16% to that of boys. The outcome of the results might be used to scale up cash transfers and other initiatives for girls as keys barriers are identified and analyzed for girls’ education outcomes. The study has used pareto analysis, tables and graphs to demonstrate the effects of those barriers to girl’s education outcome. The findings indicated that: For instance, girls are more likely to dropout due to pregnancy at 7%, and early marriage at 9% than boys who are more likely to dropout due to recruitment into military and insecurity on the road to school. The research found that girls are more likely to drop out of school (7.4%) as they go to higher level of education compared to male counter dropout rate. 85% of girls are likely to miss school due to long distance from school and fees related issues. While 79% are more likely to drop out of schools due to displacement, 70% are likely to miss due to personal and cultural issues at home, 59z% due to marriage and pregnancy having score 40%. Therefore, partners and the national ministry of general education and instructions should prioritize those factors in their strategy to improve girls’ education outcomes.
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Hossain, Mohammod Delwar, M. Mahboob Hasan, Mohammad Taslim Uddin, Mohammed Sirazul Islam e Shamem Ahamed. "Convenience and short comings among paediatric cochlear implant candidates". International Journal of Research in Medical Sciences 11, n.º 11 (30 de outubro de 2023): 3964–68. http://dx.doi.org/10.18203/2320-6012.ijrms20233362.
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Background: Cochlear implants have revolutionized the treatment of severe-to-profound sensorineural hearing loss in children. However, the convenience and shortcomings experienced by pediatric cochlear implant candidates in various settings remain understudied. This study aimed to assess the convenience and shortcomings among pediatric cochlear implant candidates in home, school, and other social settings. Methods: This was a prospective clinical study that was conducted in the Cochlear Implant (CI) Center, Combined Military Hospital (CMH), Dhaka and Chattogram, Bangladesh from July 2015 to December 2022. A total of 200 parents of pediatric cochlear-implanted children were enrolled in this study as the study subjects. A simple random sampling technique was used in sample selection. All data were processed, analyzed, and disseminated by using MS Excel and SPSS version 22.0 program as per necessity. Results: The study analyzed information collected during the study period, focusing on the convenience and shortcomings reported by the parents of cochlear implant recipients. The findings revealed that the highest level of convenience was reported in some other social settings (82.84%), followed by home (75.67%) and school (64.4%). In contrast, shortcomings were reported primarily in the home environment (63.6%), followed by school (34.6%) and other social settings (31.45%). Conclusions: In the majority of cochlear implant children, convenience is observed in some other social settings than home or school. In the majority of cochlear implant children, shortcomings are observed in their homes.
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Hash, Phillip M. "The Chicago Reform School Band: 1862-1872". Journal of Research in Music Education 55, n.º 3 (outubro de 2007): 252–67. http://dx.doi.org/10.1177/002242940705500306.
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The purpose of this study was to document the history of the band founded at the Chicago Reform School (CRS) circa 1862. Research questions focused on the ensemble's (1) origin and time frame, (2) service to the school and community, (3) instructors, (4) instrumentation, (5) performances, (6) funding, and (7) influence on other school bands. The Chicago Reform School was established in 1855 to provide a home and education for juvenile offenders. In addition to their academic study and vocational training, several students participated in a band that was organized around 1862 and modeled after military bands of the time. By 1866, this ensemble consisted of a fife and drum corps and a brass band that were funded by performances given throughout the city. Alfred D. Langan was the first known director, followed by Thomas P. Westendorf and Hugh Goodwin. Instrumental music continued at the CRS until around 1872, when the institution was closed due to legal issues and the partial destruction of its facilities by the Great Chicago Fire.
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Asmara, Dedi, e Reno Henriko. "Kol (Purn). SB. Mansoersami Prajurit Gyugun Sumatera Barat". Kaganga:Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora 3, n.º 1 (29 de junho de 2020): 48–61. http://dx.doi.org/10.31539/kaganga.v3i1.1005.
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This research aims to study the history of the Indonesian military which has a long and winding journey. (Pur). SB. Mansoersami is one of those little people. Only has a few important letters and documents that prove that he had been a soldier during the Japanese government. This research uses historical research methods in the form of; heuristics, where all sources are collected, both oral and written. Then criticism is carried out to test the truth which will produce valid facts and data. Finally only interpreted as writing (historiography). The results of this study that the history of Col. (Pur). SB. Mansoersami was born from the descendants of the Sultanate of Siak Inderapura. Began to get the world of education from the People's School and at the time of the Japanese occupation took military education in Gyugun. The conclusion of this research is that the history of Captain (Ret) Mansoersami begins from the time he saw A. Talib returned home to the village dressed in military uniform complete with a samurai sword that looked dashing, so that made him enter into Gyugun
Keywords: Gyu Gun, Military, Japan.
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Lusek, Joanna. "A Work Built to Last…". Biografistyka Pedagogiczna 5, n.º 2 (15 de dezembro de 2020): 151–72. http://dx.doi.org/10.36578/bp.2020.05.23.
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Sister Wanda Garczyńska of God’s Will (1891–1954) was born in Lviv. She grew up in a home with patriotic traditions. She attended the educational institutions in Niżniów and Jazłowiec and the Wanda Niedziałkowska Women’s High School in Lviv. During World War I, as a volunteer nurse, she worked in military hospitals in Kiev and Lviv; she also helped in orphanages for children, and organized scouting activities. Her passion and life mission was teaching. In 1919, she graduated from the Teachers’ College in Krakow, and in 1925—from the Higher Courses for Teachers in Lviv. In 1926, she entered the Congregation of the Sisters of the Immaculate Conception of the Blessed Virgin Mary. After that, she taught in the schools of the Immaculate Conception in Jazłowiec and Jarosław.
In 1934, she became the head of the private primary school of the Congregation at 59 Kazimierzowska Street in Warsaw’s [Warszawa] Mokotów district. From 1940, when the facility was closed by the German authorities, until she left before it was burnt down in mid-August 1944, the school held secret classes covering the secondary school curriculum for girls and boys, and secret university lectures. At Kazimierzowska, help was provided to Jewish children from the Warsaw ghetto, displaced persons from the nearby bombed houses and refugees. In March 1983, the Yad Vashem Institute of National Remembrance awarded Sister Wanda Garczyńska posthumously with the Righteous Among the Nations Medal.
After the end of World War II, Sister Wanda Garczyńska organized a female gymnasium and a boarding school in Wałbrzych-Sobięcin. In June 2012, the Educational Foundation named after sister Wanda Garczyńska was established there. Its task is to support the unemployed, the poor, single mothers with children and to implement programs for the promotion of professional activation and health, as well as to support educational activities.
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Panchenko, Anatoly M. "Reading for Soldiers and People: the Phenomenon of “Soldiers’ Library” of V.A. Berezovsky". Bibliotekovedenie [Library and Information Science (Russia)] 67, n.º 5 (7 de dezembro de 2018): 557–70. http://dx.doi.org/10.25281/0869-608x-2018-67-5-557-570.
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The article is devoted to the well-known serial edition “Soldatskaya Biblioteka” [Soldiers’ Library] of V.A. Berezovsky, the commission agent of the Ministry of Defence, private publisher and bookseller of military literature. Since 1888, most of the works were published and republished under the title “Reading for Soldiers and People” and from 1894 to 1915 — “Soldiers’ Library”. The purpose of this large publishing project of V.A. Berezovsky was to promote intellectual and spiritual moral development and self-education of the lower military ranks. By 1915, twenty-five serial sets of “Soldiers’ library” — twenty stories in each — were published. Separate sets and works were repeatedly republished. The aim of the study is to show the noticeable role of cheap illustrated “military and moral” books in the acquisition of libraries for the lower ranks and company book collections of military educational institutions. The author collected the data about all serial sets and runs of “Soldiers’ Library” by 1915, its acquisition and distribution. The article presents the analysis of the authors and the content of the library, its presence in military and civil book collections.Commercial entrepreneurial spirit, common sense and taste of V. Berezovsky himself, the appropriate choice of authors and their works, low prices, design, accessibility and accuracy of the publications were of great importance in gaining the great popularity of the “Soldiers’ Library”. Its active advertising campaign, conducted through the official structures of the military and other Departments, as well as through the printed publications owned by V. Berezovsky, contributed to its promotion to soldiers-readers. Therefore, some of the works from the “Soldiers’ Library” were purposfully admitted for acquisition of book collections of lower schools, free folk libraries and reading rooms and were recommended for home reading for cadets of primary schools.The results of study demonstrate that the “Soldiers’ Library” was available in the catalogues of book collections for lower ranks, in company schools, in battalion, squadron, crew, battery and regimental educational teams of military units and military schools. The experience of edition of “Soldiers’ Library” was popular in the years of Soviet power: it was used in the series “Library of Red Army Soldier”, “Popular Scientific Library of Soldier” and “Bibliotechka of the ‘Sovetsky Voin’ magazine” [Library of the “Soviet Soldier” Magazine].
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Nesen, Olena, Lesia Korobeinikova, Iryna Ivanyshyn e Olga Goncharova. "Monitoring the physical fitness of students aged 10-15 and 15-18 during online education". Physical Culture, Recreation and Rehabilitation 3, n.º 1 (30 de junho de 2024): 28–33. http://dx.doi.org/10.15561/physcult.2024.0105.
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Background and Study Aim. The necessity to switch to online learning is closely related to the need to ensure the safety of students, which is jeopardized by the military conflict in Ukraine. In the context of online learning, diagnosing the physical fitness of students becomes more challenging, creating problems for physical education teachers. The purpose of the study is to suggest alternatives to physical fitness tests for students that can be adequately conducted at home. Materias and Methods. The study involved students aged 10-15 (middle school) and 15-18 (high school). The study involved students aged 10-15 (middle school) and 15-18 (high school). The high school group comprised 11 students (7 girls and 4 boys), while the middle school group included 28 students (16 boys and 12 girls). The research was conducted at the Velikosknitsky Lyceum (Khmelnytskyi region, Ukraine) during offline physical education classes at the beginning of the 2023-2024 academic year. The physical fitness testing was carried out using suggested tests that could be performed independently at home. Results. The presence of significant correlational relationships between the outcomes of certain tests has been established. For example, there is a high correlation (0.95) between the results of the standing long jump and physical fitness in higher grades. A moderate correlation was also found between the results of the 30-meter dash and physical fitness in higher grades. Additionally, a weak correlation was established for the 4x9 meter shuttle run in middle grades. Conclusions. The study's findings demonstrate that conducting test exercises at home is a practical and efficient alternative to traditional diagnostics in school sports halls. However, assessing some aspects of physical fitness, such as speed, endurance, and strength, may be more challenging in an online setting.
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Velázquez, Arturo C. Sotomayor. "Civil-Military Affairs and Security Institutions in the Southern Cone: The Sources of Argentine-Brazilian Nuclear Cooperation". Latin American Politics and Society 46, n.º 4 (2004): 29–60. http://dx.doi.org/10.1111/j.1548-2456.2004.tb00292.x.
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AbstractThis paper analyzes the conditions in which the governments of Argentina and Brazil founded security institutions in the early 1990s, while they were democratizing. It advances the hypothesis that international cooperation in the security field is often linked to the evolution of civil-military relations. Civilian leaders in both countries established institutions and sought international participation deliberately to achieve civilian control and gain leverage over the military establishment, which they sorely distrusted. The need to stabilize civil-military relations at home was therefore the prime motivating force behind the emergence of security institutions in the Southern Cone. Three mechanisms were at work: omnibalancing, policy handling, and managing uncertainty. These mechanisms are derived from three different schools of thought: realism, organizational-bureaucratic models, and theories of domestic political institutions. Besides explaining the sources of nuclear bilateral cooperation, this argument also serves as a critique of two prominent theories in international relations that attempt to explain cooperation and peaceful relations among democracies: neoliberal insti-tutionalism and democratic peace theory.
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Hunziker, Alyssa A. ""Battlefield and Classroom": Indigenous Student-Soldiers and US Imperialism in the Carlisle Indian School Press". American Periodicals: A Journal of History & Criticism 33, n.º 2 (2023): 152–71. http://dx.doi.org/10.1353/amp.2023.a911654.
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ABSTRACT: The late nineteenth and early twentieth century saw the beginnings of US empire abroad and simultaneously the crystallization of the US assimilation era at home. While off-reservation Native American boarding schools like the Carlisle Indian Industrial School (1879–1918) developed national recognition, the US began to acquire overseas territories in Cuba, Hawai'i, Guam, the Philippines, and Puerto Rico. Students at schools like Carlisle produced white-edited, school-controlled periodicals like the Indian Helper , the Red Man and Helper , the Arrow , and the Carlisle Arrow . Reading Carlisle's periodicals, this essay traces the experiences of thirty-eight Carlisle students who enlisted in the Spanish-American and Philippine-American Wars and wrote about their experiences across the US's new empire. Although such periodicals have long been read as colonial documents, these newspapers, newsletters, and magazines nevertheless offer insights into Native students' writing and Native soldiers' voices at war, including their impressions of—and, sometimes, identification with—Filipinos, Puerto Ricans, and Native Hawaiians. Carlisle's administrators often used student-soldiers' reprinted letters to demonstrate successful assimilation which promised to transform Native peoples into patriotic US soldiers. These new "war correspondents" could then provide first-hand accounts of some of the Spanish-American and Philippine-American Wars most famous battles. Although largely meant to legitimate assimilative education systems, reprinted letters by Native student-soldiers often detail their everyday lives at war, including interactions with other Indigenous and non-Indigenous communities overseas. This essay ultimately argues for more generous readings of Native voices in these otherwise heavily censored letters. Despite their framing in the periodicals as willing agents of US empire, these reprinted letters by Native students underscore how the US military was likewise a site of trans-Indigenous exchange that provided the material circumstances for connection and solidarity.
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Popa, Luis Ovidiu, e Oana Paula Popa. "A Life in The Museum: An Homage to Dr. Dumitru Murariu at 80 Years". Travaux du Muséum National d’Histoire Naturelle “Grigore Antipa” 63, n.º 2 (31 de dezembro de 2020): 279–311. http://dx.doi.org/10.3897/travaux.63.e62573.
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Dr. Dumitru Murariu was born on September 21, 1940 in Ungureni, Botoşani County, as the first child in a peasant family. He attended primary and secondary school in his home village. Since the beginning he proved himself to be one of the brightest students in the class and, as a consequence, the school teachers advised his parents to have him continue his education. At the end of secondary school, the young Dumitru Murariu enrolled at the “August Treboniu Laurian” theoretical 280 Popa & Popa high school in the city of Botoşani. During these years (1955–1957), the teacher of “the Fundamentals of Darwinism” made a strong impression on the future scientist, with practical lessons, in a small garden, on the correlation between the natural selection and the variability of organisms. On the way from the main building to the above‑mentioned garden, the professor taught his pupils how to identify the trees on the sidewalks and from the “Public Garden”. This teacher’s name was Remus Cehovschi - former Assistant Professor at the University of Chernivtsi (Cernăuți – North Bukovina), from where he took refuge to Botoșani in 1944. After graduating high school, Dumitru Murariu returned to his home village, where he occupied a position of unqualified teacher in the village school. In the fall of 1958, he was drafted for the mandatory military service until mid-January 1961. Returning home, he resumed his school position but in the autumn of the same year, he successfully passed the admission exams at the Faculty of Biology-Geography, the Department of Biology-Zoology at the “Al. I. Cuza” University of Iași. Based on his academic excellence he received a scholarship until graduating in 1966.
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( CULEA) ȘERBAN, Mioara. "CONSIDERAȚII PRIVIND SENSUL SCHIMBĂRII ÎN SISTEMUL DE ÎNVĂȚĂMÂNT MILITAR POSTLICEAL DIN FORȚELE TERESTRE". Buletinul Universității Naționale de Apărare „Carol I” 11, n.º 3 (12 de outubro de 2022): 35–46. http://dx.doi.org/10.53477/2065-8281-22-77.
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Criza pandemică ne-a demonstrat ironic și paradoxal forța nemaipomenită a schimbării sau necesitatea de a ne schimba prin degradarea relațiilor cu autoritățile și prin fenomenul work from home sau school from home. Schimbarea are sens, că este vorba fie despre un fenomen generat în mod natural, fie despre o consecință a unei acțiuni omenești. Cuprins între o realitate obiectivă și una subiectivă, sistemul de învățământ militar are puterea de a produce mutații calitative printr-o nouă versiune, cea intersubiectivă, în care accentul cade pe importanța valorilor și credințelor care, dincolo de resursele fizice, au constituit de-a lungul istoriei, mai ales prin războaiele purtate, cea mai importantă resursă prin care liderul obținea, prin strategia asumată, victoria. Observarea sistematică, ca metodă de cercetare, a creat contextul unei alchimii complexe care să confirme obligația indezirabilă a ceea ce produce sensul și a creat un algoritm al reconstrucțiilor viitoare, bazate pe schimbări în toate cele trei dimensiuni, dar acordând credit suplimentar realității intersubiective, prin sensul dat.
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Chan, Faizal, Agung Rimba Kurniawan, Lia Gusti Melinda, Rattu Priantini, Zubaiedah Zubaedah, Siti Reni Suharti e Siti Khodijah. "IMPLEMENTASI PENDIDIKAN KARAKTER DISIPLIN PADA PESERTA DIDIK DI SD NEGERI 187/1 TERATAI". PENDAS MAHAKAM: Jurnal Pendidikan Dasar 4, n.º 2 (22 de maio de 2020): 137–45. http://dx.doi.org/10.24903/pm.v4i2.405.
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This study aims to determine and describe the implementation of discipline character education for students in elementary schools. Discipline character is one of the character values that are in the core competencies of social attitudes that must be developed in both students. This study uses a qualitative research approach. This type of research is descriptive research. This research was carried out in Teratai Muara Bulian Elementary School 187/1. This research was conducted in a period of two months (August - September). Data and data sources used are primary data and secondary data. Data sources taken in this study are 1) observation data, 2) school principal data, 3) teacher data, 4) student data. The technique of sample collection in this study was purposive sampling. Data collection techniques, namely 1) observation, observation used is non-participant observation. 2) interview, the interview used is a structured interview. Interviews were conducted with the school principal and class teacher. Data analysis using military and Huberman analysis techniques. Activities in data analysis, namely data reduction, data display (data presentation), and data conslusion (drawing conclusions). This research instrument is based on two sources, according to the Ministry of National Education (2010: 26) indicators of the value of discipline are: "1) getting used to being present on time; 2) getting used to obey the rules; and 3) using clothes in accordance with the provisions "and according to Syafrudin (Muhammad Khafid and Suroso, 2007: 91) are:" 1) observance of study time; 2) observance of lesson assignments; 3) obedience using the time of coming and going home ". The results showed that the implementation of discipline character education in SD N 187/1 Lotus lotus estuary was carried out adequately. The results obtained are related to the discipline value indicator.
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Raudsepp, Anu. "Kooliõpetaja Gustav Martinsoni (1888–1959) rahvuslik-kultuuriliste vaadete mõjutegurid Esimeses maailmasõjas [Abstract: Influencers of the nationalist-cultural views of the school teacher Gustav Martinson (1888–1959) in the First World War]". Ajalooline Ajakiri. The Estonian Historical Journal, n.º 1 (18 de novembro de 2018): 3–26. http://dx.doi.org/10.12697/aa.2018.1.01.
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Abstract: Influencers of the nationalist-cultural views of the school teacher Gustav Martinson (1888–1959) in the First World War
The passing of a hundred years since the start of the First World War, a milestone of world history, has also in recent years actualised research in Estonia of the events of that time. One field that has remained unexplored to this day is Estonia’s school teachers as a large social group in the World War.
School teachers who participated in the war and survived later helped to defend and build up Estonian independent statehood. The main objective of this article is to elucidate the nationalist-cultural views of the school teacher Gustav Martinson, and the effect of the written word on his views under wartime conditions. Martinson had graduated from the Tartu Teachers’ Seminary, was fluent in several languages (Russian, German, French, Latvian), and taught in Sangaste rural municipality. In addition to the press of that time, the primary sources of this study are Martinson’s diaries from 1916–17 and 1917–21, and his correspondence (62 letters), all of which have been brought into academic circulation for the first time.
The exact number of Estonian school teachers who were conscripted into the First World War is not known. We know that in 1914, at least 400 teachers were already mobilised from Estonia. Prior to the World War, 2,249 teachers worked in Estonian elementary schools (excluding city schools). Thus in the first year of the war, at least 18% of school teachers were conscripted into the armed forces. Historians of education consider the calling up of Estonian school teachers for military service as one reason for the decline in the number of schools that took place during the First World War. It is quite probable that school teachers were not enthusiastic about fighting in the war and looked forward to returning to their everyday work.
Literate Estonians in the First World War found comfort in the printed word in Estonian, of which the most readily available were newspapers, especially Postimees (Postman) and Sakala. It emerges from several sources that school teachers were active newspaper subscribers since the start of the war. From among the Estonian press, the school teacher Gustav Martinson read the newspapers Postimees and Sotsiaaldemokraat (Social Democrat), and the periodicals Eesti Kirjandus (Estonian Literature) and Vaba Sõna (Free Word). He also had the opportunity to read books sent from home or brought along from when he was on leave, and also books acquired from where he was stationed. Despite of the horrors of war, he was able to think about values that have a constructive effect on life, including the importance of education. Regarding Estonian literature, he held the works of Gustav Suits, Juhan Liiv, Friedebert Tuglas, Ernst Enno and Henrik Visnapuu in particularly high esteem. Optimistic and positive reflections on the future of Estonian culture and the Estonian nationality, inspired by the media and by the books he had read, are the most prominent feature in Gustav Martinson’s diaries. As a great booklover, he drew support in the war from the written word, which was also the primary influence on his national self-identity. As a school teacher, he understood the importance of education and erudition for the process of building independent statehood.
Unlike Western Europe, no so-called lost generation emerged in Estonia after the experiences endured in the First World War. Estonian intellectuals, including Gustav Martinson, continued their professional work after they returned from the war and assured the continuity of Estonian cultural traditions in independent Estonia.
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Matuszkiewicz, Gabriela. "Działalność Publicznej Szkoły Dokształcającej Zawodowej w Koninie w latach 1931-1939 na podstawie protokołów Rady Pedagogicznej". Polonia Maior Orientalis I (2014): 53–67. http://dx.doi.org/10.4467/27204006pmo.14.004.17050.
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Przed II wojną światową Konin był niewielkim liczącym niewiele ponad 10 tys. miastem. Stanowił jednak dla regionu Wielkopolski wschodniej ważny ośrodek administracyjny i gospodarczy. Co prawda nie rozwinął się tutaj na wielką skalę przemysł, ale za to handel i rzemiosło – działające na rzecz i w oparciu o okoliczne wsie, funkcjonowały na dobrym poziomie. W mieście istniało kilka szkół: 6 powszechnych, 3 średnie, jedna wojskowa oraz jedna zawodowa. Z uwagi na charakter i położenie miasta, ostatnia z wymienionych szkół odgrywała niezwykle istotną rolę dla rozwoju lokalnej społeczności. Szkoła ta powstała w 1921 r. , do wybuchu wojny kilkakrotnie zmieniała nazwę, ostatecznie od roku 1928 funkcjonowała jako: Publiczna Szkoła Dokształcająca Zawodowa. Artykuł omawia działalność owej szkoły w latach 1931-1939. Podstawowym źródłem do odtworzenia tamtej rzeczywistości była dla autorki Księga Protokółów Rady Pedagogicznej z lat 1931-1939. Są to najstarsze zachowane protokoły dokumentujące funkcjonowanie placówki. Szkoła ta była szkołą dokształcającą, zatem trzeba zwrócić uwagę na fakt, iż młodzież, początkowo tylko męska, a od początku roku 1939 – również żeńska, uczyła się w jedynie popołudniu, a do południa pracowała i uczyła się zawodu w warsztatach i sklepach. W kolejnych latach systematycznie wzrastała liczba uczniów, a w czerwcu 1938 rok szkolny zakończyło 224 chłopców i dziewcząt. W tym czasie z młodzieżą pracowało 6. nauczycieli, a w ostatnim przedwojennym roku ich liczba wzrosła do – 11. Placówka mogła poszczycić się świetlicą i biblioteką szkolną. To co w tym czasie udało się zbudować nauczycielom i uczniom pozwalało z nadzieją spoglądać w przyszłość i snuć optymistyczne plany dalszego rozwoju. Niestety 1 września 1939 r. zamknął bezpowrotnie ten rozdział dziejów konińskiej szkoły zawodowej. The activity of the Public Vocational Training School in Konin in years 1931-1939 on the base of protocols of the teaching staff meetings Before World War II Konin was a small city of around 10, 000 dwellers. For Eastern Wielkopolska however it was an important administrative and economic centre. Admittedly, the great industry did not develop here, but trade and craft based on local villages presented good standard of functioning. In the city there were several schools: 6 universal schools, 3 secondary schools, one military school and one vocational school. Because of the character of the city and its location, the last one played an important role in the local community. This school was established in 1921 and till the outburst of World War II, it changed its name several times. Finally, since 1928 it was known as The Public Vocational Training School. The paper presents the activity of above mentioned school in years 1931 – 1939. The basic source for reconstruction of that reality was the Book of Protocols of Teaching Staff Meetings covering years 1931 – 1939. These are the oldest preserved protocols documenting the functioning of the institution. The school was a training school, that is why it is important to notice that young people, initially only males and since the beginning of 1939 also females, studied only in the afternoons. In the morning and early afternoon they worked and learnt in workshops and shops. In next years the number of students increased systematically and 224 boys and girls graduated from the school in June 1938. At that time 6 teachers worked with the young people and in the last year before World War II their number increased to 11. The institution took pride in its own after-school club and library. The achievements of the teachers and students at that time allowed them to look into the future with hope and make optimistic plans concerning further development. Unfortunately, 1st September 1939 closed finally this part of history of the vocational school in Konin.
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Yoo, Jia. "Yayoi Yoshioka and the Formation of Women’s Medical Education Institutions". Korean Association for the Social History of Medicine 13 (30 de abril de 2024): 111–41. http://dx.doi.org/10.32365/kashm.2024.4.5.
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This study analyzes the events leading to the rise of influential female doctors. After the Meiji Restoration, Japan had to quickly train doctors educated in Western medicine as military doctors to prevent diseases from entering developed nations. Additionally, doctors with public health knowledge were required to combat infectious diseases like cholera and dysentery, which were prevalent throughout the country. Consequently, the Meiji government offered people the opportunity to become doctors through a medical practice exam conducted by the Ministry of Home Affairs in addition to their regular curriculum. However, women were excluded from these programs. Women’s independent research as scientists required extraordinary effort because higher education for women was limited to teaching professions at the time. The first event leading to Japanese female doctors’ acceptance and certification was the medical practice exam, which was used to train Western doctors. Medical practice exams have been open to women since 1878, despite being previously reserved for men. By 1883, women had also qualified for the exam, and in June of the following year, Japan welcomed its first female doctor. In other words, women could become doctors if they qualified for the medical practice exam, which allowed people to become doctors without formal education. The second event was that women, led by Mizuko Takahashi, entered medical schools to receive formal education once eligible to take the medical exam. Society recognized the enthusiasm and will of these leading women as individuals, which laid the foundation for their successors. The last event was the establishment of a training school for female doctors. Yayoi Yoshioka founded the Tokyo Women’s Medical School in 1900 to train female professionals. When the Russo–Japanese War broke out and female doctors were needed, the school grew into a modern medical school and trained female doctors in earnest. The medical system in Japan was shaped during the Meiji period, and pioneering women dedicated themselves to the cause. In this way, female doctors appeared in Japan before other Asian countries.
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Sagan, Galyna, e Ganna Semekha. "The establishment of gender principles in education in japan at the beginning of the 20th century". Kyiv Historical Studies, n.º 2 (2018): 15–18. http://dx.doi.org/10.28925/2524-0757.2018.2.1518.
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User Username Password Remember me Language Select Language Information For Readers For Authors For Librarians Open Journal Systems Article Tools Print this article Indexing metadata How to cite item Email this article (Login required) Email the author (Login required) Home About Login Register Search Current Archives Announcements Home > No 1 (7) (2018) > Sagan THE ESTABLISHMENT OF GENDER PRINCIPLES IN EDUCATION IN JAPAN AT THE BEGINNING OF THE 20TH CENTURY Galyna Sagan, Ganna Semekha Abstract Now the principle of gender equality is a well-established phenomenon in the educational scheme of Japan. Starting from secondary and higher education, there is practically no difference in the ratio of enrollment of students between men and women. However, historically, especially at the beginning of the formation of the modern education system, the opportunities for girls to get education were less favorable than for boys. Even in the compulsory primary school, the frequency of girls attending educational institutions was very low. Access to secondary education for girls was also limited. The situation began to change at the turn of the 19–20 centuries. In Japan, a number of laws were passed that opened the doors of educational institutions for girls. In September 1872, the Law on Education was passed, which introduced compulsory primary education for all. Representatives of all social groups, as well as women received the right to education. According to this law, by 1880, 25,000 primary schools should be created in the country. It is important to remember that then almost all children began to attend school. At that time, foreign specialists are actively involved, who help to adapt to the new system, and teach in schools. Education along with military service and the taxes payment became the third important duty of the Japanese. Japan has achieved gender equality in education, at least provided equal opportunities for access to every level of education. There was an imbalance in the gender distribution of students at some faculties and departments in higher education institutions. Thus, for example, women were prevailing in the field of education, literature, nursing, men were prevailing in science and technology. However, thereafter, the number of female students specializing in science and technology substantially increased. Today, many girls are studying at the National Defense Academy and the University of Marine Science and Technology. All this became possible thanks to the reforms that the Japanese educational system began in the early twentieth century
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Lefkovitz, Alison. "“The Peculiar Anomaly”: Same-Sex Infidelity in Postwar Divorce Courts". Law and History Review 33, n.º 3 (1 de julho de 2015): 665–701. http://dx.doi.org/10.1017/s0738248015000243.
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It was a simple tale of betrayal. In 1950, a Pennsylvania husband returned home from a business trip to find his wife—known to us today only by her initials CD—having sex with the female athletic director of a local school. This wife was only one of many women caught having sex with other women in the era following World War II. Although many closeted men and women enjoyed vibrant sexual and social lives in gay and lesbian communities, sometimes commanding officers, bosses, and police officers caught and punished men and women engaging in “deviant” sexual activity. Punishments ranged from arrests during a bar raid to a dismissal from a job. A double life in the public sphere was fragile. Scholars have paid less attention, however, to the insecure closeted lives of husbands and wives such as CD. Although certainly not all men and women who engaged in same-sex encounters entered traditional heterosexual marriages, many did. Their motivations for marrying ranged from the hope that marriage would cure same-sex desire to financial concerns. Sometimes, a husband or wife discovered his or her spouse's homosexual infidelity. A potential punitive outcome for this encounter was not an arrest, pink slip, or a dishonorable discharge; instead a spouse could end up in divorce court. Like the federal government, the military, the local police, and private employers, then, divorce courts also had to devise strategies and philosophies with which to deal with the problem of homosexuality.
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Polit, Jakub. "Miotani wichrem wojny. Chińscy uchodźcy w czasie wojny z Japonią 1937–1945". Intercultural Relations 7, n.º 1(13) (17 de agosto de 2023): 10–27. http://dx.doi.org/10.12797/rm.01.2023.13.01.
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TOSSED ABOUT BY THE WINDS OF WAR. CHINESE REFUGEES DURING THE WAR WITH JAPAN 1937–1945 The Sino-Japanese War drove tens of millions of Chinese people from their homes. Only occasionally did they receive any help. Some had never returned home. A majority of the refugees were men. Many of them (sometimes even a half half of them) were related to the sphere of culture and education. This was surprising since the average Chinese was illiterate. The Republic of China’s government attempted to evacuate universities and secondary schools. It also did not have the means to arm all the men of military age.
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ECKELBARGER, KEVIN J. "Obituary Nathan Wendell Riser (1920–2006)". Zoosymposia 2, n.º 1 (31 de agosto de 2009): 21–23. http://dx.doi.org/10.11646/zoosymposia.2.1.5.
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Professor Nathan Wendell Riser died at his home in Swampscott, Massachusetts on Wednesday July 26, 2006 at the age of 86. He was known to his colleagues as “Pete” and to his graduate students as “Doc.” He was born in Salt Lake City, Utah, in 1920 where he completed secondary school in 1937. After attending the University of Utah for three years he transferred to the University of Illinois, Champagne, where he earned his B.S. degree in zoology in 1941. He enlisted in the military in 1942 and served as a Navy Corpsman in the Navy Medical Corp where he saw action in the Pacific Theater of WWII. He was discharged in 1945 and entered graduate school at Stanford University where he conducted research at the Hopkins Marine Station in Pacific Grove, California. He earned an M.S. degree in 1948 and a Ph.D. in 1949 on the biology of tetraphyllidean cestodes associated with sharks and rays (“The morphology and systematic position of some little known Tetraphyllideans”) under the direction of Prof. Tage Skogsberg.
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Vypasniak, Igor, Olena Nesen e Marina Jagiello. "Enhancing physical fitness through Crossfit for 15-16-year-old high school students". Physical Culture, Recreation and Rehabilitation 3, n.º 1 (30 de junho de 2024): 10–15. http://dx.doi.org/10.15561/physcult.2024.0102.
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Background and Study Aim. CrossFit represents a high-intensity functional training that has recently gained popularity among the youth. At the same time, restrictions imposed by military actions require different approaches to organizing CrossFit sessions. The most acceptable solution in such a situation is online education and training. The purpose of this study was to investigate the impact of CrossFit sessions within the framework of remote physical education on the physical fitness indicators of high school students. Materials and Methods. The study involved 27 students (aged 15-16 years) from a 10th-grade class at a school located in a war conflict zone (Kharkiv, Ukraine). The group consisted of 11 boys and 16 girls. Due to the military conflict and corresponding restrictions, physical education was conducted remotely. Physical education classes were held three times a week, lasting 45 minutes each. The structure of the lesson included 30 minutes of synchronous online work with the teacher and 15 minutes for independent task completion. Tests aimed at measuring strength, endurance, flexibility, and speed were used to assess the impact of CrossFit programs on physical fitness. Data were collected at the beginning and end of the experiment. The experiment was conducted over 8 weeks. Testing was carried out at home by students under the control and guidance of the teacher via video link during the first three lessons. Results. The test results confirm improvement in all indicators. The boys increased their plank hold duration from 48 seconds to 53 seconds, and the girls from 46 seconds to 52 seconds. In the squat series, an increase in indicators was noted: for boys from 21 to 25 in the third series. Girls also showed significant improvement across all squat series. The boys' speed-strength indicators improved from 43 cm to 46 cm. Girls demonstrated improvement in performing "Burpees" within 60 seconds, increasing the number of repetitions from 8 to 12. Conclusions. The study results indicate that CrossFit effectively enhances the physical fitness of high school students. However, the improvement in girls occurs to a slightly lesser extent compared to boys. This may be due to the initial level of physical fitness and individual physiological characteristics.
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Bogdanova, Elena S. "Texts of Patriotic Songs as an Object of Analysis in Russian Language Lessons in High School". World of the Russian Word, n.º 1 (2023): 69–77. http://dx.doi.org/10.21638/spbu30.2023.109.
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The article discusses the possibility of using the texts of the Russian military patriotic song in the Russian language (native) lessons in order to form the civic identity of the student, to understand the connection between the language and the history of the people, the peculiarities of the Russian mentality, to enrich students’ ideas about the ways of expressing thoughts and feelings in words. Assuming that the genre, language and content-semantic aspects of the texts of Russian patriotic songs have a rich educational potential, the author emphasizes that their use reduces the shortage of patriotic texts in Russian language textbooks for high school. The author analyzes the possibilities of comparative linguistic and cognitive and axiological analysis of these texts and offers methodological recommendations regarding its implementation. The article emphasizes that the attention of students is drawn to the content core of Russian patriotic songs from different eras, the images of a warrior-soldier, native land, home, symbols that speak of the state and the Orthodox faith, adherence to the traditions of the fathers. An interesting aspect of the analysis of such texts can be the observation of the dynamics and continuity of language changes, which are reflected in the grammar and lexical structure of texts. Among the methods and devices of working on the texts of Russian patriotic songs, the author names close reading with marks, lexical analysis using dictionaries, observation of unusual syntactic constructions (figures of speech), creating associative chains, verbal drawing, highlighting national linguistic concepts, analyzing the figurative side of the text, creating their texts based on the author’s song text. As an example, the author proposes the texts of such military patriotic songs as “Soldier’s Song” by Fedor N. Glinka (1812), “The Holy War” by Vasily I. Lebedev-Kumach (1941), “Sky of the Slavs” by Konstantin E. Kinchev (2000) and others, and the methodology for working on them.
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Taillieu, Tamara L., Tracie O. Afifi, Sarah Turner, Kristene Cheung, Janique Fortier, Mark Zamorski e Jitender Sareen. "Risk Factors, Clinical Presentations, and Functional Impairments for Generalized Anxiety Disorder in Military Personnel and the General Population in Canada". Canadian Journal of Psychiatry 63, n.º 9 (5 de janeiro de 2018): 610–19. http://dx.doi.org/10.1177/0706743717752878.
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Objective: This study sought to examine differences in sociodemographic risk factors, comorbid mental conditions, clinical presentations, and functional impairments associated with past-year generalized anxiety disorder (GAD) between Canadian Armed Forces (CAF) Regular Force personnel and the Canadian general population (CGP). Method: Data were from 2 nationally representative surveys collected by Statistics Canada: 1) the Canadian Community Health Survey on Mental Health, collected in 2012 ( N = 25,113; response rate = 68.9%); and 2) the Canadian Forces Mental Health Survey, collected in 2013 ( N = 8,161; response rate = 79.8%). Results: The prevalence of lifetime and past-year GAD was significantly higher in the CAF (12.1% and 4.7%) than in the CGP (9.5% and 3.0%). Comorbid mental disorders were strongly associated with GAD in both populations. Although the content area of worry and the GAD symptoms endorsed were similar, CAF personnel were significantly more likely to endorse specific types of worries (i.e., success at school/work, social life, mental health, being away from home or loved ones, and war or revolution) and specific symptoms of GAD (i.e., restless, keyed up, or on edge and more irritable than usual) than civilians, after adjusting for sociodemographic covariates and comorbid mental disorders. CAF personnel with past-year GAD reported significantly higher functional impairment at home than civilians with past-year GAD. Conclusion: GAD is a substantial public health concern associated with significant impairment and disability in both military and civilian populations. GAD in military and civilian populations shows similarities and differences: Key similarities include its extensive comorbidity and significant functional impairment, whereas key differences include the focus of worries and symptom profile.
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Patrylak, I. ""I'D PREFERRED TO BE KILLED AT THE FRONT THAN TO LIVE THIS WAY…": "SILENCING" LETTERS IN THE SOVIET UKRAINE (based on reports of the USSR'S committee for state security concerning perlustration of the private correspondence in december 1945 – february 1947)". Bulletin of Taras Shevchenko National University of Kyiv. History, n.º 132 (2017): 34–39. http://dx.doi.org/10.17721/1728-2640.2017.132.1.07.
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In this paper we summarized documents concerning the perlustration of private correspondence received and sent by servicemen from December, 1945 to February, 1947. These documents are to be found in analytical reports of People's Commissariat/Ministry of State Security of USSR. The military censorship stations were working up about 5 millions letters a month. Their reports on the perlustrated civilian and military correspondence reveal the most feared and annoying topics for Soviet authorities, as well as topical problems of population in the home front, of servicemen and students of fabric schools, of ex-servicemen and disabled soldiers. From these reports we also get know about the monthly quantity of confiscated and edited by censors letters. Numerous quotes from confiscated and "edited" letters that we found in reports of the Ministry of State Security let us to have a look at the inner world of average Soviet citizens. It is usually impossible to immerse in the everyday life of that period in absence of memoirs, diaries and authorized interviews. So we can conclude that these reports enrich substantively our knowledge about "fear of authorities" and other feelings and moods of the Ukrainian society of the first postwar months.
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af Geijerstam, Agnes, Kirsten Mehlig, Monica Hunsberger, Maria Åberg e Lauren Lissner. "Children in the household and risk of severe COVID-19 during the first three waves of the pandemic: a prospective registry-based cohort study of 1.5 million Swedish men". BMJ Open 12, n.º 8 (agosto de 2022): e063640. http://dx.doi.org/10.1136/bmjopen-2022-063640.
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ObjectiveTo investigate whether Swedish men living with children had elevated risk for severe COVID-19 or infection with SARS-CoV-2 during the first three waves of the pandemic.DesignProspective registry-based cohort study.Participants1 557 061 Swedish men undergoing military conscription between 1968 and 2005 at a mean age of 18.3 (SD 0.73) years.Main outcome measuresInfection with SARS-CoV-2 and hospitalisation due to COVID-19 from March 2020 to September 2021.ResultsThere was a protective association between preschool children at home and hospitalisation due to COVID-19 during the first and third waves compared with only older or no children at all, with ORs (95% CIs) 0.63 (0.46 to 0.88) and 0.75 (0.68 to 0.94) respectively. No association was observed for living with children 6–12 years old, but for 13–17 years old, the risk increased. Age in 2020 did not explain these associations. Further adjustment for socioeconomic and health factors did not attenuate the results. Exposure to preschool children also had a protective association with testing positive with SARS-CoV-2, with or without hospitalisation, OR=0.91 (95% CI 0.89 to 0.93), while living with children of other ages was associated with increased odds of infection.ConclusionsCohabiting with preschool children was associated with reduced risk for severe COVID-19. Living with school-age children between 6 and 12 years had no association with severe COVID-19, but sharing the household with teenagers and young adults was associated with elevated risk. Our results are of special interest since preschools and compulsory schools (age 6–15 years) in Sweden did not close in 2020.
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FINNIE, T. J. R., V. R. COPLEY, I. M. HALL e S. LEACH. "An analysis of influenza outbreaks in institutions and enclosed societies". Epidemiology and Infection 142, n.º 1 (10 de abril de 2013): 107–13. http://dx.doi.org/10.1017/s0950268813000733.
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SUMMARYThis paper considers the reported attack ratio arising from outbreaks of influenza in enclosed societies. These societies are isolated from the wider community and have greater opportunities for contact between members which would aid the spread of disease. While the particular kind of society (prison, care home, school, barracks, etc.) was not a significant factor in an adjusted model of attack ratio, a person's occupation within the society was. In particular, children and military personnel suffer a greater attack ratio than other occupational types (staff, prisoners, etc.). There was no temporal trend in final attack ratio nor, with the exception of 1918, do pandemic years show abnormal attack ratios. We also observed that as community size increases, the attack ratio undergoes steep nonlinear decline. This statistical analysis draws attention to how the organization of such societies, their size and the occupations of individuals within them affect the final attack ratio.
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Korotaev, A., L. Isaev e A. Shishkina. "Second Wave of the Libyan Civil War: Factors and Actors". World Economy and International Relations 65, n.º 3 (2021): 111–19. http://dx.doi.org/10.20542/0131-2227-2021-65-3-111-119.
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The first wave of the civil war in Libya, which ended after the assassination of Muammar Qaddafi in the fall of 2011, did not put an end to the civil conflict in the country. It is shown that in many respects the second wave of the civil war in Libya (the beginning of the active phase of which can be dated May 16, 2014) was a direct continuation of the first wave (February–October 2011). By 2014, it became clear that the Libyan crisis could not be resolved solely through a change in political regime. The revolutionary processes in the case of Libya proved to be fatal for the entire political system, marking the almost complete dismantling of state institutions. Thus, the overthrow of the dictator in Libya did not ultimately solve anything, and the military-political forces that fought in the first wave of civil conflict against Muammar Qaddafi launched an open full-scale armed struggle with each other in May 2014, marking the beginning of the second wave of civil war. This article analyzes the logic and course of the second wave of the civil war in Libya, as well as explores the genesis of key military and political forces in Libya after 2011. The authors conclude that at present time a stalemate has developed in the country. And the impossibility of a military victory for either side of the Libyan conflict allows us to hope for a new agreement between all its parties. Acknowledgements. This article is an output of a research project implemented as part of the Basic Research Program at the National Research University Higher School of Economics (HSE) in 2021 with support by the Russian Science Foundation (Project Number 19-18-00155).
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Saville, Julie. "TRIBUTES TO JOHN HOPE FRANKLIN". Du Bois Review: Social Science Research on Race 7, n.º 1 (2010): 12–15. http://dx.doi.org/10.1017/s1742058x1000010x.
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Long before I had the pleasure of making his acquaintance in person, John Hope Franklin's writings were a vital presence in my academic life. His books were some of the earliest sign posts that I encountered when I first ventured into the new and unfamiliar territory of the historian. The Free Negro in North Carolina was critical to the framework of my first research paper in graduate school. The Militant South was required reading in C. Vann Woodward's reading and discussion seminar in Southern history. I turned to Reconstruction: After the Civil War hoping that it would help me put limits to the deepening puzzles of Reconstruction. But perhaps none of these works—important as they are—has influenced the historical imagination as profoundly as what is undoubtedly his most widely read work, From Slavery to Freedom: A History of Negro Americans, first published in 1947. It kept me company over an anxious winter when I prepared for oral exams. I adopted its fifth edition as required reading in the first course that I taught as a graduate student. Known to general and academic readers alike, From Slavery to Freedom does not recount the progressive unfolding of an emancipatory project, even though its title early named what has become a theme central to analysis of the historical experiences of African Americans in the United States. Instead, it locates the emergence of a distinctively brittle racial regime in the United States within the complex contradictions of modern freedom that were set in motion by Atlantic slavery and the slave trade. “It was forces let loose by the Renaissance and the Commercial Revolution,” he writes, “that created the modern institution of slavery and the slave trade” (Franklin 1947, p. 43; 1980, p. 31). There are thus no postwar echoes of NATO triumphalism in Franklin's conception of Atlantic modernity:
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Mamontova, Marina A., e Alena A. Frolova. "Daily Life of the Ishim Women in the Days of the Great Patriotic War of 1941–1945". Herald of an archivist, n.º 1 (2022): 285–96. http://dx.doi.org/10.28995/2073-0101-2022-1-285-296.
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The article considers the social and cultural role of women under the rear living conditions in the days of Great Patriotic War on the example of Ishim and Ishim district of the Tyumen region. The study draws on archival materials of the Ishim Shoe Factory, Ishim Museum Complex A.P. Ershov, State Archive in Ishim, Ishim Medical College Museum, Larikha School Museum, which are being thus introduces into scientific use. Records keeping documents represent the formal perception of challenges in the way of life and contain quantitative data of the home front enterprises, while personal provenance sources provide a greater awareness of things at an individual level and draw a picture of women’s everyday living in Ishim in the days of the Great Patriotic War, showing all the severity of the wartime. Historical and anthropological approach, focusing on the specificity of feminine writing, highlights such features of the feminine world perception as emotionalism and great detailing of “male business.” The study shows the changing status of women with the outbreak of the war. Male professions, which were dangerous to human health and needed a greater amount of energy, entered the women’s daily life. The memoirs of home front workers tell of the difficulties of everyday life and of ways to overcome the challenges; describe the specificities of living in densely populated accommodations and of nutrition in acute food shortage; showcase their active assistance to the army and evacuees; demonstrate revitalization of leisure activities and their confidence in victory. At the same time, women maintained their traditional social roles relating to house-keeping and child-rearing; care for family, loved ones, and other people; fighting numerous wartime diseases; supporting children evacuated from Leningrad. In the wartime, women had an important social function: they created a special spiritual atmosphere, helping to reconcile with the cruel military reality, to preserve the hope of peace. Thus imperative of the behavior of the majority of women was formed: “to work not with tears, but with song.” The material of the article can be used in general research of the rear living conditions during the Great Patriotic War, in study of the Siberian region, as well as in preparation of popular science publications and educational material for students and schoolchildren.
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Oliva Rapoport, Victoria Elena, Elmer Altamirano, Liz Senador, Milagros Wong, Catherine B. Beckhorn, Julia Coit, Stephanie D. Roche, Leonid Lecca, Jerome T. Galea e Silvia S. Chiang. "Impact of prolonged isolation on adolescents with drug-susceptible tuberculosis in Lima, Peru: a qualitative study". BMJ Open 12, n.º 9 (setembro de 2022): e063287. http://dx.doi.org/10.1136/bmjopen-2022-063287.
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ObjectivesPatients with tuberculosis (TB) generally are instructed to isolate at the beginning of treatment in order to prevent disease transmission. The duration of isolation varies and may be prolonged (ie, lasting 1 month or more). Few studies have examined the impact of isolation during TB treatment on adolescents, who may be more vulnerable to its negative effects.MethodsThis study took place from 2018 through 2019 in Lima, Peru, where the Ministry of Health mandates the exclusion of patients with TB from educational institutions for at least 2 months. Using semi-structured guides, we conducted individual in-depth interviews with adolescents who received treatment for drug-susceptible TB, their primary caregivers and health providers. We performed thematic analysis of the transcribed interviews.ResultsWe interviewed 85 participants: 34 adolescents, 36 caregivers and 15 healthcare workers. At the time of their TB diagnoses, 28 adolescents were in secondary, postsecondary, vocational or military school. Adolescents with drug-susceptible TB were prescribed home isolation usually for 2 (and occasionally for 1) months. Consequently, they could neither attend school nor socialise with family members or friends. Two primary themes emerged from the interviews. First, as a result of their exclusion from school, most adolescents fell behind academically and had to repeat a semester or academic year. Second, absence from school, separation from friends and loved ones, and reinforcement of TB-related stigma (arising from fear of TB transmission) harmed adolescents’ mental health.ConclusionProlonged isolation led to educational setbacks and emotional trauma among adolescents with TB. Prolonged isolation is not supported by current evidence on TB transmission and is problematic from a human rights perspective, as it violates adolescents’ rights to education and freedom of movement. Isolation recommendations should be re-evaluated to align with data on TB transmission and the principles of patient-centred care.
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Smith, Brett H. "Reversing the Curse: Agricultural Millennialism at the Illinois Industrial University". Church History 73, n.º 4 (dezembro de 2004): 759–91. http://dx.doi.org/10.1017/s0009640700073042.
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In the spring of 1868, sixty-eight students gathered to become the first matriculants of the Illinois Industrial University. They had responded to a summons by the state legislature to engage in a bold new mission of publicly funded mechanical and industrial education, a move which would, Illinoisans hoped, bring lavish prosperity to their fellow citizens and themselves. Like other colleges of the period, utilitarian and democratic rationales motivated the I. I. U. leadership to establish their school. Quoting their commission by the Morrill Act, the trustees said the university's “chief aim” was to educate “the industrial classes” by teaching “such branches of learning as are related to Agriculture and the Mechanic Arts, and Military Tactics, without excluding other scientific and classical studies.” And yet, there was an even more radical and compelling vision among the I.I.U. faithful, one which was distinctively theological: “The hope of the Trustees and Faculty,” they said, “is that the Institution will produce … men of Christian culture … able and willing to lend a helping hand in all the great practical enterprises of this most practical age.”
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Enthoven, Alain. "How Systems Analysis, Cost-Effectiveness Analysis, or Benefit-Cost Analysis First Became Influential in Federal Government Program Decision-Making". Journal of Benefit-Cost Analysis 10, n.º 2 (2019): 146–55. http://dx.doi.org/10.1017/bca.2019.23.
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AbstractIn 1948, the RAND Corporation, formed to connect military planning with research and development decisions, became an independent nonprofit organization. Before then, cost-effectiveness analysis, benefit-cost analysis, and systems analysis had no established home in the federal government. In the 1950s, under the leadership of Charles Hitch, Chief, RAND Economics, undertook a program of activities they called “systems analysis,” including evaluation of the costs and effectiveness of weapon systems. In 1961, Robert McNamara appointed Hitch to be the Comptroller of the Department of Defense and invited Hitch to carry out his vision he described as “Programming and Systems Analysis.” Programming became the Planning, Programming, Budgeting System (PPBS) and the Five-Year Defense Program that linked strategies to forces to budgets. Systems Analysis assisted the Secretary to make choices of weapon systems and strategies. In 1965, Hitch returned to California and ultimately became President of the university. McNamara wanted Systems Analysis to report directly to him, and on his recommendation, President Lyndon Johnson appointed me Assistant Secretary for Systems Analysis. In 1966, the President directed that all departments in the executive branch establish offices based on the Systems Analysis model. In 1967, Henry S. Rowen became President of the RAND Corporation. He broadened RAND’s scope beyond the military to include Health Services, education, urban problems including homelessness, ethics in scientific research, and climate research. In 1970, Rowen led the establishment of the Pardee RAND Graduate School, offering a doctoral degree in Public Policy Analysis to extend widely the application of the RAND Systems Analysis approach to many fields.
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Zaporozhchenko, Ruslan, e Denys Shymansky. "«Green» practices of Kharkiv residents during the war: results of Kharkiv Green Urban Tour 2023". SOCIOПРОСТІР, n.º 13 (25 de dezembro de 2023): 39–47. http://dx.doi.org/10.26565/2218-2470-2023-13-05.
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The article is devoted to revealing the «green» practices of Kharkiv residents during the war, namely the continuation of growing home-grown vegetables and fruits and their distribution in the context of urban farming. After all, on February 24, 2022, when Russia`s full-scale military invasion of Ukraine began, urbanized Kharkiv was on the verge of a humanitarian catastrophe: logistics routes for the delivery of food and goods were damaged, infrastructure and residential areas were constantly shelled, and a huge number of people were forced to leave the city and move to safer regions of Ukraine. These factors demonstrated new challenges, new threats, and new trends that the city's remaining residents had to face and adapt to. In this article, we will focus on the results of the Kharkiv Green Urban Tour 2023, which was held in April-May 2023 and aimed to communicate with residents of different districts of Kharkiv about urban farming, gardening, and green practices. This initiative was carried out as part of the international research project FUSILLI (Fostering the Urban Food System Transformation through Innovative Living Labs Implementation) at the School of Sociology of V.N. Karazin Kharkiv National University, funded by the European Union`s Horizon 2020 Research and Innovation Program under the grant agreement No.101000717. The results of this study will provide us with a clearer understanding of how and in what ways residents of an urbanized city engage in improvised farming, gardening, growing vegetables, adapting to the military situation, and reproducing “green” practices while helping others.
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Alekseeva, L. F. "Memory of love and death in N.V. Bolkunov’s novel “The road home”". Literature at School, n.º 3, 2020 (2020): 44–52. http://dx.doi.org/10.31862/0130-3414-2020-3-44-52.
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The purpose of the article is to draw attention to the poetics of the artistic time and space in the story of the Great Patriotic War, written in the XXIst century. The author of “The Road Home” Nikolaj Bolkunov (1948–2010) did not see the war himself, but deeply understood its essence, emphasized the moral confrontation of the defenders of the Russian land and Nazi-fascist invaders destroying it, confident that they will succeed to break the ties between generations, to turn the subdued population into consumers of material goods, into those who are oblivious to their kin. Hermeneutical approach to the text (identification of the spiritual component) leads to identifying an issue, particularly significant for the author, the issue of succession, relationships between generations and mentalities, analysis of characters, adventurous and entertaining elements, love plotline, touching and tragic situations, landscape sketches, everyday and naturalistic details. Consistently revealed the roll call of military and post-war circumstances, determining the creation of a broad historical picture, the integrity of which is obtained due to the author’s closest proximity to lieutenant Minaev’s psychology, who became a few decades later an old man, Mikhalych. The piercingly tragic plot of chaste love illuminates the memory, the whole life of the main character, determines his inner setting to strengthen good, resilience in the protection of human dignity. Many episodes of the work paint the image of the enemy-destroyer, who deprived many people of our fatherland of shelter, bright youth, love, health, the very opportunity to live. The analysis of the text is combined with the involvement of biographical, literary materials. It is concluded that the story has an undoubted pedagogical potential and can be recommended for reading and studying by high school students, students of higher and further education institutions.
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Gracheva, Yulia E. "Public Schools of Dorpat District in the Beginning of the Reign of Emperor Alexander the First". Vestnik of Saint Petersburg University. History 66, n.º 2 (2021): 364–76. http://dx.doi.org/10.21638/11701/spbu02.2021.203.
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The purpose of the article is to show the nature of the relationship between Emperor Alexander I, professor of the University of Dorpat Georg Friedrich Parrot and members of the Ministry of Public Education in the process of discussing the reform of parish schools in the Dorpat educational district at the beginning of the 19th century. Professor Parrot became the author of a project on the establishment of parish schools in the district, and his close friendship with the king made it possible to hope for the approval of his ideas by the minister. However, having received the initial support of the emperor, the Dorpat professor faced resistance from some members of the Main Directorate of Schools who did not want to amend the decisions which had already been adopted, and then the military conflict with France became a serious obstacle to the implementation of the planned transformations. Over the course of two years, Parrot had made changes to the text of the draft three times, but could not achieve the final consent of Alexander I. The author comes to the conclusion that Parrot’s desire to get special conditions and partial state maintenance for parish schools of the Dorpat district was unfeasible given the context of the protracted war and the worst financial crisis. The article introduces into scholarship an unpublished correspondence between the emperor and the Dorpat professor, which significantly supplements the idea of the reforms of public education in the first decade of the 19th century.
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Augensen, Harry J., Brian D. Mason e William I. Hartkopf. "Wulff Dieter Heintz (1930-2006)". Proceedings of the International Astronomical Union 2, S240 (agosto de 2006): 480–85. http://dx.doi.org/10.1017/s1743921307006321.
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Wulff Dieter Heintz, Professor Emeritus of Astronomy at Swarthmore College, passed away at his home on 10 June 2006, following a two-year battle with lung cancer. He had just turned 76 a week earlier. Wulff was one of the leading authorities on visual double stars, and was also a chess master. A prominent educator, researcher, and scholar, Wulff was noted for being both succinct and meticulous in everything he did. Wulff Heintz was born on 3 June 1930 in Würzburg (Bavaria), Germany. Naturally left-handed, the young Wulff's elementary school teachers forced him to learn to write “correctly” using his right hand, and so he became ambidextrous. During the 1930s, Wulff's family saw the rise of Adolph Hitler and lived under the repressive Nazi regime. Conditions were austere, and it was often difficult to find fuel to keep the house warm. As a teenager during World War II, Wulff listened to his family radio for any news from the outside world. He used to say that he loved the blackouts during the bombing runs because it made it much easier to see the stars. One night, an incendiary bomb landed on the roof of his family home, and Wulff climbed up to the roof and extinguished it. The next morning, he saw that his high school had been completely leveled by Allied bombs. As Germany continued to suffer massive losses on the Russian Front, primarily due to unexpectedly severe winters, teenage boys were inducted into the military and sent off to replenish the troops. To avoid an uncertain fate, Wulff hid out in a farmhouse in the countryside outside Munich. When the Allied troops invaded Germany in 1945, the young Wulff volunteered to translate information from the American and British soldiers to the local villagers. During this time, the soldiers taught Wulff how to smoke cigarettes, a habit which he continued until his final days, even after having been diagnosed with lung cancer.
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Morgan, Ruth A. "Health, Hearth and Empire: Climate, Race and Reproduction in British India and Western Australia". Environment and History 27, n.º 2 (1 de maio de 2021): 229–50. http://dx.doi.org/10.3197/096734021x16076828553511.
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In the wake of the Indian Uprising in 1857, British sanitary campaigner and statistician Florence Nightingale renewed her efforts to reform Britain's military forces at home and in India. With the Uprising following so soon after the Crimean War (1854-56), where poor sanitary conditions had also taken an enormous toll, in 1859 Nightingale pressed the British Parliament to establish a Royal Commission on the Sanitary State of the Army in India, which delivered its report in 1863. Western Australia was the only colony to present its case before the Commissioners as an ideal location for a foreign sanatorium, with glowing assessments offered by colonial elites and military physicians. In the meantime, Nightingale had also commenced an investigation into the health of Indigenous children across the British Empire. Nearly 150 schools responded to her survey from Ceylon, Natal, West Africa, Canada and Australia. The latter's returns came from just three schools in Western Australia: New Norcia, Annesfield in Albany and the Sisters of Mercy in Perth, which together yielded the highest death rate of the respondents. Although Nightingale herself saw these inquiries as separate, their juxtaposition invites closer analysis of the ways in which metropolitan elites envisioned particular racial futures for Anglo and indigenous populations of empire, and sought to steer them accordingly. The reports reflect prevailing expectations and anxieties about the social and biological reproduction of white society in the colonies, and the concomitant decline of Indigenous peoples. Read together, these two inquiries reveal the complex ways in which colonial matters of reproduction and dispossession, displacement and replacement, were mutually constituting concerns of empire. In this article I situate the efforts to attract white women and their wombs to the temperate colony of Western Australia from British India in the context of contemporary concerns about Anglo and Aboriginal mortality. In doing so, I reflect on the intersections of gender, race, medicine and environment in the imaginaries of empire in the mid-nineteenth century.
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Rocha, Ada, e Cláudia Viegas. "Challenges of Food Service towards Sustainability Beyond Food Waste". Highlights of Sustainability 2, n.º 1 (24 de fevereiro de 2023): 10–15. http://dx.doi.org/10.54175/hsustain2010002.
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Food service comprises the production of meals consumed outside the home, including consumers from all age groups and in different sectors, such as schools (from kindergarten to university), public and private companies, the health sector (from hospitals to elderly care institutions), military, sports facilities and restaurants (from fine dining to fast-food). Food service units (FSU) achieved importance and responsibility not only for feeding the population but also as an important setting for public health interventions, potentially educating consumers and modulating behaviours through the meals provided. In addition to its socioeconomic impact, the food service industry has a strong environmental impact. More sustainable food service starts with the basics: minimizing environmental impact by reducing carbon footprint. Food service industry is being encouraged to make choices that positively impact the environment. Nevertheless, most of the efforts and research made in the last years have been focused on evaluating and reducing food waste. This article focuses on strategies that could be implemented beyond food waste, and act on changing the food offer towards health and sustainability while promoting consumers’ behaviour change.
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Koukhareva, E. V. "Education in the Arab Countries. from the Depth of Centuries to Our Days". MGIMO Review of International Relations, n.º 2(35) (28 de abril de 2014): 299–306. http://dx.doi.org/10.24833/2071-8160-2014-2-35-299-306.
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The process of acquiring knowledge and the methods of acquiring it through education and upbringing has a long history in the Arab world. In the pre-Islamic period it meant getting practical skills and relevant knowledge for surviving in the conditions of nomadic life. The main method of transferring knowledge was home education, imitation of the actions of adults and instructions of the elders. The adoption of Islam, at the time of prophet Mohammad, knowledge was presented in the form of divine revelation - Koran. The task of education changed towards learning the scriptures and truths of the new doctrine, spiritual and physical perfection of young people with the aim of their active participation in the spread of Islam. Among the ways of getting an education in that period, along with domestic education and private tutorials, there were two-level religious schools and military training. With the development and strengthening of the Arab Khaliphate, the educational system was perfected and there emerged pedagogical science. The schools of new type - madrasah - taught theological as well as secular subjects. The modern system of education in many Arab countries copies that of their former metropolies. Thus, the system of primary and secondary education in the countries of Maghreb described in the article, was formed under the influence of the French educational system, although in certain cases it takes into account specific national features.
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Nekola, Martin. "Czechoslovak Refugees in the Displaced Persons Camps in the Early Cold War". Exile History Review, n.º 1 (15 de novembro de 2022): 25–35. http://dx.doi.org/10.31743/ehr.14614.
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The paper deals with various aspects of the life of Czechoslovakian refugees at the displaced persons camps in Allied–occupied Germany and Austria. About 60,000 people left the country within a few years following the Communist takeover in February 1948. The first steps in the “free world” brought them behind the walls and fences of the camps, where accommodation met only very basic needs. Wooden shacks, former prisoner–of–war camps, military barracks, schools, factories or even more primitive housing, such as tents or train cars. The atmosphere in the camps was extremely tense because of the widespread belief that the Cold War would quickly change into an armed conflict between the USA and the USSR. But as time passed, people remained long months or even years in the camps, sending visa applications, waiting for work permits and transport to a new home. The camps could be likened to a unique microcosm, with prostitution, black market, subversive activities of Communist informants, violent and boozy clashes as well as churches, chapels, libraries, schools, kindergartens, shops, craft workshops, sports associations, scout troops or even the recruitment offices for Western armies. Moreover, the first magazines, brochures and leaflets were published there, and the first seeds of political activity were born. Nevertheless, their existence and everyday operations are almost forgotten by contemporary historiography.
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Sawaie, Mohammed. "RIFA⊂A RAFI⊂ AL-TAHTAWI AND HIS CONTRIBUTION TO THE LEXICAL DEVELOPMENT OF MODERN LITERARY ARABIC". International Journal of Middle East Studies 32, n.º 3 (agosto de 2000): 395–410. http://dx.doi.org/10.1017/s0020743800021152.
Texto completo da fonteResumo:
In the 19th century, Europe had a tangible impact on the Arab East. During this period, Arabic-speaking regions were brought into intimate contact with the West, both through military intrusion (e.g., the French in 1798–1801 and the British in Egypt in 1882), and institutional penetration (e.g., the founding of Western-style schools and higher-education institutions in the Levant in the 1800s by Christian missionaries such as the Syrian Protestant College in 1866, now the American University of Beirut, and [the Jesuit] St. Joseph University, also in Beirut, in 1874). This overpowering European encroachment on the Arab East in the 19th century resulted in cultural and linguistic identity crises. Muhammad ⊂Ali, who ruled Egypt from 1805 until 1848, dispatched groups of students to Western countries such as Italy, Austria, and France to study at their universities and technical institutions. At home, he established schools with Western-language instruction, and sponsored translations of scientific works initially into Turkish, and later into Arabic, from Italian and French, thus making available new disciplines such as various branches of engineering, military science, and agriculture. In 1822, he established a printing press in the Bulaq section of Cairo.1 From then on, Arabicized versions of European terms such as “theater” (tiy―atru), “journal” (jurn―al), “the post” (al-busta), and “politics” (al-bulit―iq―a) signaled the arrival of Western institutions and technology in Arabic-speaking regions, and such terms were adopted by writers in their writings. The cultural, political, military, and technological challenges that resulted from the European contact with the Arab East, and the institutional changes that accompanied them, proved to be a crucial turning point in the development of the Arabic language, particularly its lexicon. However, interest in language matters was central to the Arab renaissance (Nahda) of the 19th century. Arab writers; intellectuals; and translators such Rifa⊂a Rafi⊂ al-Tahtawi (1801/2–73), (Ahmad) Faris al-Shidyaq (1801/04?–87), Nasif al-Yaziji (1800–71), and Butrus al-Bustani (1819–83), among others, debated Arabic linguistic issues in terms of their own literary and linguistic heritage. These and other authors discussed the “internal” needs of Arabic, not only issues of translating the culture of the Western societies. They wrote grammars and compiled other literary textbooks to facilitate the teaching of Arabic and to overcome difficulties of learning the language associated with older, traditional ways of language teaching and to raise awareness of the literary tradition of Arabs. These intellectuals also engaged in the preparation of glossaries and dictionaries appropriate to the needs of their societies.2