Eminent Teacher Research Articles

From Greece to Babylon: The political thought of Andrew Michael Ramsay (1686–1743)

This paper explores the political thought of Andrew Michael Ramsay with particular reference to his highly acclaimed book called A New Cyropaedia, or the Travels of Cyrus (1727). Dedicated to Prince Charles Edward Stuart, the Young Pretender, to whom he was tutor, this work has been hitherto viewed as a Jacobite imitation of the Telemachus, Son of Ulysses (1699) of his eminent teacher archbishop Fénelon of Cambrai. By tracing the dual legacy of the first Persian Emperor Cyrus in Western thought, I demonstrate that Ramsay was as much indebted to Jacques-Bénigne Bossuet's Discourse on Universal History (1681) as he was to Fénelon's political romance. Ramsay took advantage of Xenophon's silence about the eponymous hero's adolescent education in his Cyropaedia, or the Education of Cyrus (c. 380 B.C.), but he was equally inspired by the Book of Daniel, where the same Persian prince was eulogised as the liberator of the Jewish people from their captivity in Babylon. The main thrust of Ramsay's adaptation was not only to revamp the Humanist-cum-Christian theory and practice of virtuous kingship for a restored Jacobite regime, but on a more fundamental level, to tie in secular history with biblical history. In this respect, Ramsay's New Cyropaedia, or the Travels of Cyrus, was not just another Fénelonian political novel but more essentially a work of universal history. In addition to his Jacobite model of aristocratic constitutional monarchy, it was this Bossuetian motive for universal history, which was first propounded by the German reformer Philipp Melanchthon in his Chronicon Carionis (1532), that most decisively separated Ramsay from Henry St. John, Viscount Bolingbroke, author of another famous advice book for princes of the period, The Idea of a Patriot King (written in late 1738 for the education of Frederick Lewis, Prince of Wales, but officially published in 1749).

Lorenzo Tomatis and primary prevention of environmental cancer

The leading 20th century proponent for primary prevention of environmental cancer was Dr. Lorenzo Tomatis, the former Director of the International Agency for Research on Cancer and founder of the IARC Monographs program. This paper is dedicated to the memory of Dr. Tomatis – eminent scientist, scholar, teacher, humanitarian, and public health champion - and includes many perspectives that he promoted throughout his career, with original quotations from some of his scientific writings on primary prevention of environmental cancer. Any attempt by us to simply summarize his views would only detract from the power and logic of his language.“Cancer still remains a mainly lethal disease. Primary prevention remains the most relevant approach to reduce mortality through a reduction in incidence”[1].

JOSEPH SCHILLINGER – A DISCIPLE'S REMINISCENCES OF THE MAN AND HIS THEORIES: AN INTERVIEW WITH PROF. ZVI KEREN

Joseph Schillinger (1895–1943), the eminent Russian-American music theorist, teacher and composer, emigrated to the United States in 1928, after having served in high positions in some of the major music institutions in the Ukraine, Khar'kov, Moscow, and Leningrad. He settled in New York, where he taught music, mathematics, art history, and his theory of rhythmic design at the New School for Social Research, New York University, and the Teachers College of Columbia University. He formulated a philosophical and practical system of music theory based on mathematics, and became a celebrated teacher of prominent composers and radio musicians. Schillinger's writings include: Kaleidophone: New Resources of Melody and Harmony (New York: M. Witmark, 1940; New York: Charles Colin, 1976); Schillinger System of Musical Composition, 2 vols. (New York: Carl Fischer, 1946; New York: Da Capo Press, 1977); Mathematical Basis of the Arts (New York: Philosophical Library, 1948; New York: Da Capo Press, 1976); Encyclopedia of Rhythms (New York: Charles Colin, 1966; New York: Da Capo Press, 1976).

Introspection by a Medical Teacher on the Present Status of Medical Education in Libya

To The Editor: I had the privilege of teaching in Garyounis Medical University and then Al Arab Medical University at Benghazi during its golden period from 1980 to 1990. During that period the university had eminent teachers of great caliber from India, United States of America and the United Kingdom. Around 150 to 200 students were admitted to the course. The medium of instruction was English. The student attendance was compulsory for the practical as well as lecture classes. There were no private centres of instruction. The students were very interested in their education and had shown great interest in learning. Under the tutelage of eminent teachers the students completed their medical training and proudly occupy great positions in leading hospitals and teaching institutions in Libya and all around the globe. It is a proud moment for any teacher to cherish and witness such great achievements accomplished by the students whom he/she has taught. However, it gives me no pleasure to see the standard of the medical education in Libya slipping despite the massive expansion in the number of medical schools resulting in putting enormous pressure on the scarce resources. At present, Libya has 25000 students in nine medical schools [1], compared to just 9000 practicing doctors, and a total population of around 6 million [2]. In this article I would like to propose some practical measures that may help in reviving medical education in Libya.

The tale of an old stethoscope: from Mr Bampton (1816–65) to the British Thoracic Society

The stethoscope has long been a powerful symbol of the physician. This article describes a stethoscope that was presented as a prize to an outstanding student, Mr Bampton, by his eminent teacher Dr James Hope (1801-41) in 1837. The extraordinary journey of this prize stethoscope that eventually found its way to North Wales and into the hands of the Liverpool physician, Robert Coope (1892-1972), is outlined. Its subsequent importance and symbolism to the Thoracic Society and the British Thoracic Society is emphasized.

Eden's outcasts: the story of Louisa May Alcott and her father

Louisa May Alcott's name is known universally. Yet, during her youth, the famous Alcott was her father, Bronson-an eminent teacher, lecturer, and admired friend of Emerson and Thoreau. Willful and exuberant, Louisa flew in the face of all her father's intricate theories of child rearing. She, in turn, could not understand the frugal life Bronson preached, one that reached its epitome in the failed utopian community of Fruitlands. In a family that insisted on self-denial and spiritual striving, Louisa dreamed of wealth and fame. At the same time, like most daughters, she wanted her father's approval. As her father struggled to recover from a breakdown and slowly resurrect his career, Louisa learned to support her family, teaching if she must, but finally finding her vocation in writing. This story of their tense yet loving relationship adds dimensions to Louisa's life, her work, and the relationships of fathers and daughters.

Introspection by a Medical Teacher on the Present Status of Medical Education in Libya

To The Editor: I had the privilege of teaching in Garyounis Medical University and then Al Arab Medical University at Benghazi during its golden period from 1980 to 1990. During that period the university had eminent teachers of great caliber from India, United States of America and the United Kingdom. Around 150 to 200 students were admitted to the course. The medium of instruction was English. The student attendance was compulsory for the practical as well as lecture classes. There were no private centres of instruction. The students were very interested in their education and had shown great interest in learning. Under the tutelage of eminent teachers the students completed their medical training and proudly occupy great positions in leading hospitals and teaching institutions in Libya and all around the globe. It is a proud moment for any teacher to cherish and witness such great achievements accomplished by the students whom he/she has taught. However, it gives me no pleasure to see the standard of the medical education in Libya slipping despite the massive expansion in the number of medical schools resulting in putting enormous pressure on the scarce resources. At present, Libya has 25000 students in nine medical schools [1], compared to just 9000 practicing doctors, and a total population of around 6 million [2]. In this article I would like to propose some practical measures that may help in reviving medical education in Libya.

The American board of orthodontics and specialty certification: the first 50 years

he growth of specialty practice in the healthprofessions is directly linked to advancementsin medical science during the early 1900s.Although these advancements resulted in improveddelivery of care, there was not yet a system in place toassure the public, not to mention the medical profes-sion, that someone claiming to be a specialist wasindeed qualified.

Brazilian Teacher Education Revealed Through the Life Stories of Great Educators

Issues concerned with teaching and teacher education in Rio Grande do Sul, in southern Brazil raised by a study of the lives of 12 eminent teacher educators are discussed. The biographies shed light not only on the educators' personal stories but also their social milieu and the influence of the Brazilian socio-economic and cultural context. However, each life history was also perceived as influencing wider events. These life stories provided insights into the specific educational characteristics of, the seminal influences upon and the theoretical frameworks adopted by these teacher educators. They also revealed changes in educational philosophy, prevailing pedagogy and teacher practices in Brazilian social and cultural contexts for education over ten decades. The life story and professional career of each educator is a rich source for all educators, and especially for researchers in the field of Teacher Education. This paper considers the development of teaching and teacher education in the light of their work.

Eminent classroom teachers join the dialogue on teacher education programs

This article examines the views on effective teacher education programs held by 10 teachers who were identified by senior administrators within their school districts as exemplary teachers. The findings reveal many consistencies between the beliefs inherent within five models of teacher learning that predominate in literature on teacher education programs and those held by practicing teachers. The one major difference is that teachers in this study emphasize the transmission of a widely accepted body of pedagogical knowledge and skills to a greater degree than do researchers. This set of common belief provides a strong foundation for building collaborative relationships through which both cultures might work together to develop a shared vision. Transformation of teaching and teacher education practice requires a willingness to consider values and perspectives that might differ from those accepted within either culture and an openness to change on the part of both cultures.

Eminent Teachers' Views on Teacher Education and Development

The literature on reform in elementary teacher education reveals a variety of controversies and questions about program features that are most successful in preparing preservice teachers for effectiveness within the school system. However, the voices of experienced and successful elementary teachers are noticeably absent from this literature. Focus groups and survey research methods were used to ascertain what program features would be identified by eminent elementary teachers as highly influential on their professional development and what features they believe to be most important for current programs. Results support the extension of practical work with children as a foundation for the preservice program, the development of course content that is both realistic and practical, and the fostering of initiative and responsibility among preservice teachers in their growth as lifelong learners.

Female Holder of the Lineage: Linji Chan Master Zhiyuan Xinggang (1597-1654)

Female Holder of the Lineage: Linji Chan Master Zhiyuan Xinggang (1597–1654) Beata Grant (bio) The late Ming and early Qing witnessed a brief but vital revival of the Linji Chan Buddhist lineage. 1 It came at a time when the notion of lineage and sectarian distinctions seemed to have little to recommend it: not one of the four Great Buddhist Masters of Ming—Yunqi Zhuhong (1535–1615), Daguan Zhenke (1543–1603), Hanshan Deqing (1546–1623) and Ouyi Zhixu (1599–1655)—felt it necessary or perhaps even advisable to associate themselves with a formal Chan lineage and all are listed in the “lineage unknown” section of the official biographies of Chan monks. Nevertheless, there were a few Buddhist masters who were very much interested in restoring the fading glory of the line that traced itself back to the iconoclastic and brilliant Tang master, Linji Yixuan (d. 866). Of these, the most well-known was Miyun Yuanwu (1565–1641, hereafter referred to as Yuanwu). Yuanwu was of peasant stock, and spent much of his early years engaged not in study but rather in hard physical labor. He managed to educate himself, however, and when he was thirty years old, he left his wife and family and went to Mt. Longchi (Zhejiang) where he became a disciple of Linji Chan Master Huanyou Zhengzhuan (1549–1614). He rose quickly in the ranks and soon became a highly influential teacher, who travelled widely and took on a great number of disciples both monastic and lay from all parts of the country, particularly from the Jiangnan area. The Chinese religious historian Guo Peng argues that Yuanwu was a manipulative and ambitious man with little spiritual or religious substance. Guo cites various anecdotes which, in his opinion, reflect someone who was fond of “putting on a performance,” arbitrarily hitting, shouting, and rattling off koans to his students as if he were the Tang master Linji Yixuan himself. 2 An indication of his political astuteness can be seen in the fact that he declined an imperial invitation from the faltering Ming court, and instead directed all of his energies to writing, [End Page 51] preaching, traveling, restoring temples and monasteries, and training students who would continue the Linji line. Yuanwu presided over the tonsure of over three hundred persons, and his twelve official dharma heirs did much to shape early Qing dynasty Chan Buddhism, many of them developing close connections with the early Qing court. What is most significant for our purposes is that an unusual number of female disciples studied with and received dharma transmission from Yuanwu and his dharma heirs. Some of these women became eminent teachers in their own right and left behind collections of yulu or discourse records compiled by their disciples, which contain sermons, poems, letters and other writings as well as biographical accounts of their lives. Although some mention is made in Tang and Song texts of the yulu of Buddhist women teachers, these earlier texts appear to be no longer extant. 3 There are many more references to such collections of religious women’s writing during the Ming and Qing periods, although, again, only a very small percentage of these titles are available to us today. In a 1658 preface to one of these yulu, Gao Yiyong (jinshi 1613) from Jiaxing (Zhejiang) attempts to explain to his readers why there were so few records of the lives of religious women among the voluminous accounts of Buddhist monks and laymen through the ages. Those who abandoned worldly glory and went in search of tranquility, seeking to transcend this dusty world and refusing to be entrapped by it, were for the most part all virile, and heroic knights with wills of iron. Thus they were able to embark on this path and penetrate to the origin and become the famous religious figures of the ages. When it comes to the denizens of perfumed inner chambers and embroidered fans, they are as a rule gentle and submissive, weak and passive. If one looks in the various books of the Records of the Lamp for accounts of women who have taken refuge, one will find very few. 4 [End Page 52] Gao Yiyong asks...

Historical Perspectives on the Epidemiology and Ecology of Mosquito-Borne Virus Encephalitides in the United States

This talk will be a sketchy history of the mosquito-borne virus encephalitides in the United States. I have tried to select those efforts and findings which have strongly influenced the course of development in this field. You should not be at all surprised to find William C. Reeves inextricably involved throughout. After all, he has worked on the virus encephalitides essentially all of his adult life. As an eminent investigator, leader, and teacher, he has in great part set the pace and been responsible for our present high state of knowledge in this area. The viruses to be considered are western equine encephalomyelitis (WEE), eastern equine encephalomyelitis (EEE), St. Louis encephalitis (SLE), and the California serogroup. I was tempted to include Venezuelan equine encephalitis (VEE) also, as it is a fascinating subject.

An educational culture medium

The trouble with some eminent teachers of chemistry today is that they have forgotten the role of studying chemistry in a university as well as the purpose of the university itself. The purpose of the university is to bring students to experience education. Education may be defined as the creative and imaginative use of learning or knowledge. Chemistry, and the research experience associated with its study, is an eminently suitable route by which the process can be manifest. There are those who would misdirect the study of chemistry in the same way that many of our humanist colleagues misuse the humanities. We see more and more humanists trying to use the humanities to humanize students rather than trying to use the humanities as a means for developing an environment in which the educational experience can obtain. Such people promise too much and thus they themselves are the source of a great part of the student's ...

The sons of Jbir and their kin: a clan of Sudanese religious notables

Awld Jbir, the sons of Jbir, were eminent religious teachers in the Nilotic Sudan during the later part of the sixteenth century. Apart from their own importance, they and their kinsmen by blood and marriage formed a complex group of religious families. Information concerning numerous members of this clan is provided by the collection of biographies of Sudanese holy men known as the Ṭabaqtof Wad Ḍayfallh, which is the main source used in the present article. Two uncritical editions were published in Cairo in 1930.1

Demotion in Industrial Management

outside his own university have the most effect on a scientist's chances for recognition. Although the data lend themselves to various interpretations, they do not permit a conclusive explanation of the high correlations between academic setting and both productivity and recognition. On the one hand, these findings favor an elitist view of scientific activity. Price has shown that the majority of scientific work is performed by a relatively small number of scientists,50 and these data indicate that the most talented students trained at the best graduate schools by the most eminent teachers are most likely to become and to remain highly productive. On the other hand, the data may reflect a pattern of scientific activity that is rapidly changing. In the past 10 or 15 years, federal funds for scientific research have become available to an increasing number of universities, augmenting the amount and presumably the quality of research conducted in these institutions. As these schools become more strongly committed to and involved in research programs, the productivity and recognition of their faculties may approach the pattern now characteristic of the major universities. 50 Price, loc. cit.

An Eminent Geography Teacher: Review

An Eminent Geography Teacher: Review

Radio Plays for Young People to Act by Rose Schneideman (review)

1963 BOOK REVIEWS 103 actors, directors, designers, and others working within his framework would develop a wide range of ability, a set of more consistently fresh and apt approaches, than those trained in The Method, without any sacrifice in quality in those areas in which The Method has proved itself valuable. Saint·Denis says: "I believe that a classical discipline equips you with sharper instruments with which to penetrate to the depth of realism." Not only that; it also equips you to perform the classics, in the English as well as the French sense of that word. Most American actors and men of the theater lack that equipment. Henry Knepler Illinois Institute of Technology RADIO PLAYS FOR YOUNG PEOPLE TO ACT, by Rose Schneideman, New York, E. P. Dutton & Co., Inc., 1961, 219 pp. $3.95. People concerned with the broad field of children's drama characteristically greer the publication of a new book on the subject with enthusiasm and hope. Certainly the dearth of good plays for young folks to act points to a pressing need. one that ought to be filled by scripts sparkling Wilh imagination and seasoned generously with knowledge of dramatic technique as it applies to children. An eminent teacher in this book applies her experienced hand, and the result, unfortunately, is more "educational" than "dramatic." While no specific mention is made of the applicable age group, one assumes that the plays themselves are geared variously to upper elementary and perhaps junior high school students. Each of the eleven scripts is associated with a particular occasion such as Education Week, United Nations Day, or Be Kind to Animals Week. They could all be classed more as "documentaries" than dramas. They tend to be didactic in tone, carrying a specific message rather than stressing any entertainment value. The messages are stated directly and frequently. The Announcer is used invariably as an expository device, occasional!y speaking in rhyme. The characters are generally bland and factual, possessing little life or reason for their actions. The plots, with few exceptions. suffer the faults usually associated with documentary form and a didactic approach. The reader does not become emotionally involved either in the progress of the story or in the plight or stated purposes of the characters. Miss Schneideman asserts her major premises in the "Preface for the Cast" and the "Preface for the Director." The plays are to be used as a tool in the teaching of reading. Based on the logical assumption that learning will take place if students are interested in what they do, the plays are to provide an unusally structured framework for motivated practice in vocabulary building, sentence structuring, and expression of emotion through the voice. Lists of difficult words are appended after each script, together with the placement of accent markings, to stress the application of the texts to the development of reading skills. The two prefaces comprise the book's main strength, filled as they are with practical production suggestions regarding casting procedures, construction of sound effects, and rehearsal techniques, as well as with theoretical truths_ Jed H. Davis University of Kansas KAREL CAPEK, by William Harkins, Columbia University Press, New York, 1962, 192 pp. $5.00• The author, Associate Professor of Slavic Languages at Columbia University, tells us that his book is the first published study of Capek's life and major works ...

A comparison of the personality profile (16 P.F.) of eminent researchers with that of eminent teachers and administrators, and of the general population.

British Journal of PsychologyVolume 46, Issue 4 p. 248-261 A COMPARISON OF PERSONALITY PROFILE (16 P.F.) OF EMINENT RESEARCHERS WITH THAT OF EMINENT TEACHERS AND ADMINISTRATORS, AND OF GENERAL POPULATION R. B. CATTELL, R. B. CATTELL University of Illinois and University of MinnesotaSearch for more papers by this authorJ. E. DREVDAHL, J. E. DREVDAHL University of Illinois and University of MinnesotaSearch for more papers by this author R. B. CATTELL, R. B. CATTELL University of Illinois and University of MinnesotaSearch for more papers by this authorJ. E. DREVDAHL, J. E. DREVDAHL University of Illinois and University of MinnesotaSearch for more papers by this author First published: November 1955 https://doi.org/10.1111/j.2044-8295.1955.tb00547.xCitations: 150AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume46, Issue4November 1955Pages 248-261 RelatedInformation

THE WORLD-VIEW OF JESUS

The Jewish people, in post-exilic and New Testament times, had their lovers of wisdom. Known as the wise, the sages, or the teachers of wisdom, they were the educators of the age, men whose special interest lay in knowing and producing the kind of thought which is technically termed wisdom. These teachers of wisdom were the only philosophers that Judaism produced. They were less speculative, less theoretical, and less systematic than the Greek philosophers, but just as clear thinkers. The work of the Jewish sages developed contemporaneously with that of the Greek philosophers. These Jewish men of wisdom were recognized as a distinct class as far back as Jeremiah's time, ca. 6oo B. C.,1 the time when Greek philosophy was just beginning with Thales. From then onward there grew up a notable body of Jewish wisdom teaching. Jesus of Nazareth thought and taught wisdom. The spirit of the wise was in him. Jesus was the most eminent teacher of wisdom in the first