List Of Teachers Research Articles

Dmitry S. Gorbachev – the path of a military doctor

The name of Dmitry S. Gorbachev has a worthy place in the list of teachers and ophthalmic surgeons of the Department of Ophthalmology of the Kirov Military Medical Academy and military ophthalmology in general.D.S. Gorbachev dedicated his life to military medicine, training and education of future military doctors. He is a student of Professor V.V. Volkov, and was deeply immersed in the complex problem of orbital surgery. At the Department, D.S. Gorbachev, due to his deep scientific immersion in the problem, brought the field of orbital surgery to a modern multidisciplinary level. He constantly passed on his knowledge and skills to his students, who are currently continuing his work.

«Немцев-переселенцев к эвакуированному населению не причислять». Положение немецкой интеллигенции в годы Великой Отечественной войны (на примере Кустанайской области Казахстана)

Introduction. The history of the deportation of the German population to the USSR up to the present time is estimated ambiguously. The issue of the situation of the German intelligentsia deported to the territory of the Kazakh SSR, including members of the AUCP(b) during the Great Patriotic War, remains problematic and has not been thoroughly studied by scholars. The war created a difficult situation: two different streams of people of German nationality merged on the territory of the Kazakh SSR. On the one hand, there were local Germans living in Kazakhstan since pre-revolutionary times, and on the other hand, there were Germans deported during the period of the Great Patriotic War, which requires a separate study. Methods and materials. Based on declassified documents of state and party bodies of regional and republican levels marked “Classified”, on the example of the Kustanay regional party organization, the features of the “privileged position” of Germans, members of the AUCP(b) in the conditions of deportation are considered. At the same time, in the regional aspect, detailed lists of teachers, medical workers – “German immigrants who arrived in Kustanay region in 1941” – are being introduced into scholarly discourse, which made it possible to find out the composition of the deported German intelligentsia. The archive file “List of teachers evacuated to districts of Kustanay region in 1941–1942” was analyzed separately, which was not reflected in the historical literature. Analysis. The analysis of the documents shows that, with rare exceptions, all the German intelligentsia deported to Kazakhstan (teachers, philologists, librarians, medical workers) turned out to be collective farm labor in 1941. Proof of discrimination against people of German nationality was the complete absence of data on German teachers (both local and resettled) in the lists of teachers and documents of local authorities. The extremely difficult situation of the deported German intelligentsia (the Volga German ASSR, the Crimean ASSR, the Ukrainian SSR) at the beginning of the Great Patriotic War on the territory of the Kazakh SSR is revealed in the regional aspect (on the example of Kostanay region). This is evidenced by the fate of German teachers, including the German party intelligentsia during the deportation to Kazakhstan at the beginning of the Great Patriotic War. Along with this, declassified party documents directly indicate that persons of German nationality continued to be accepted in the primary party cells into the ranks of the Communist Party (Bolsheviks) of Kazakhstan even after the beginning of the Great Patriotic War. Among them were deported German Communists as well. Results. As a result of the collective research work of historians of Russia and Kazakhstan, the situation of the German intelligentsia (including members of the Bolshevik Party) deported at the beginning of the Great Patriotic War from the Volga German ASSR, the Crimean ASSR, and the Ukrainian SSR to the territory of the Kazakh SSR (on the example of Kustanay region) was studied and subjected to scientific analysis for the first time. The article materials will help to facilitate the work of scholars, local historians, and descendants of deported Germans to establish the fate of the loved ones, find the confirmation of their being in forced settlements, and at the same time, broaden scientific topics of papers on the history of Germans in Kazakhstan.

Assessment of Government Intervention Effectiveness in Scrubbing COVID-19 Pandemic and Its Pros and Cons on Educational Activities, the Case of Dire Dawa City.

BackgroundCoronaviruses are known as a large family of viruses known to cause respiratory infections which are considered as a pandemic by WHO and widely distributed all over the globe; causing several damages to all aspects of human being's life.ObjectiveTo assess and identify the determinants of government intervention effectiveness in scrubbing COVID-19 and its pros and cons on educational activity in Dire Dawa City.MethodsStratified random sampling was hired to draw a sample of teachers from a list of teachers that were taught at both selected private and public educational institutes.ResultsA 57.6% of educators responded as the government was effective in mitigating the pandemic. Out of 250 educators, 9.6%, 10.8%, 8.4%, 38.4%, and 32.8% were reported that they have very poor, poor, neutral, good, and very good level of knowledge about COVID-19, respectively. The respondents’ perceptions about the pandemic were rated as not very fear inducing, not fear inducing, neutral, fear inducing, and very fear inducing 3.2%, 6.4%, 6.8%, 55.2% and 28.4%, respectively. Logistic regression indicates nine predictors were significant: avoiding touching one's body with unwashed hands, disinfecting surfaces, fatigue, getting flu vaccine, individual limitation in cooperating to cease the disease, how to maintain one's mental health during the isolation, and washing for at least 20 seconds, family care, and self-isolation.ProsReading, family care, watching movies and physical exercise were importance brought by the pandemic to the educators.ConsTeachers are obligated to stay at home, unemployment, stress, unable to conduct professional activities, cancellation of training, and loss of motivation.ConclusionThe results implied us eighty-four variables were significantly associated with government intervention effectiveness, and nine predictors were significantly related with the government’s intervention effectiveness in halting the pandemic from logistic regression model.

Директор Белгородского учительского института Дьяконов Петр Александрович – педагог, историк и общественный деятель Курской, Тамбовской и Харьковской губерний

Reconstruction of the biography is a form of historical analysis. Based on the tools of the historical and biographical method, an attempt is made to restore the biography of the historian, teacher, public figure and director of the Belgorod Teachers Institute from 1913 to 1918 – Petr Alexandrovich Dyakonov (1857 – after 1918). Based on the results of research work with published statistical and reference-legal and unpublished historical sources from the funds of the Russian State Historical Archive, State Archive of the Russian Federation, Central State Historical Archive of St. Petersburg, State Archive of the Belgorod Region, scientific biography and main stages of professional development of P.A. Dyakonov are reconstructed. Data are restored and his activity in educational and public institutions is analyzed: Tambov Governorate, work in a position of the ruler of Affairs of the Tambov Scientific Archive Commission, Volchansk Teacher Seminary of the Kharkiv Governorate, Directorate of Public Schools of the Don Army Region and Tambov Governorate and Belgorod Teacher Institute of the Kursk Governorate is considered in detail. We analyze the activity of the Belgorod Teachers Institute in the pre-revolutionary years. The list of teachers of the Teachers Institute in Belgorod for 1916 is restored. According to the re-sults of research activities with the funds of the Belgorod State Museum of Local History, a por-trait image of P.A. Dyakonov is identified.

Automation of Distributing the Teaching Load to Increase the Effectiveness of Planning of Work of the Teaching Staff

The article describes the developed algorithm for the formation of the training load, covering the whole cycle of operations, including: obtaining the initial data and its processing, aggregating the disciplines, calculating the hours, forming a list of teachers, and downloading the information as the form of a spreadsheet.

Number of papers published in English from the nursing departments of 42 national universities in Japan in the past ten years

In Japan, the departments of nursing were established by 2004, and graduate school programs for master's degree were established by 2008, in 42 national universities. With these changes, a more academic mission has been pursued, and the need for writing papers in English has increased. To investigate the numbers of papers published in English from the nursing departments of national universities in Japan over the past ten years. The lists of teachers who have nursing licenses in the departments of nursing in the 42 national universities (n=2292) were obtained from the Japan Association of Nursing Programs in Universities. The number of papers published in English by these teachers from 2004 to 2013 was counted using the SCOPUS database. The average number of total papers, in which at least one of the authors was a nursing teacher, and first-authored papers, in which the first author was a nursing teacher, were 211.4 and 69.9 per year, respectively; both increased approximately two-fold during the past ten years. The means and standard deviations of the number of total papers and first-authored papers were 50.3±63.8 (range: 1-382) and 18.3±23.4 (range: 0-147) according to universities, and 1.39±5.84 (range: 0-140) and 0.33±1.28 (range: 0-21) according to teachers, respectively. When journals with the highest number of papers were analyzed, 12 of the top 20 (total papers) and 12 of the top 16 (first-authored papers) were in journals whose editorial offices are in Japan. The number of papers published in English has increased over the past ten years, varied markedly depending on the universities and teachers, and many papers were published in Japanese journals. To our knowledge, this is the first report anywhere to determine the average number of nursing papers "per teacher" in a specific population.

Periodontal Diseases in an Omani Adult Population: A Preliminary Study

Data on the periodontal status of the adult population in the Arab world are scarce. The aim of this pilot study is to assess the prevalence, extent, and severity of periodontal diseases in an adult group from Oman. This is a cross-sectional study of 319 teachers who were randomly sampled from the list of teachers from the Muscat region schools in Oman. Dental caries, tooth loss, and periodontal attachment loss (AL) were recorded for each of the participants. A questionnaire collected data on participants' sociodemographic characteristics, dental-care characteristics, self-rated periodontal status, and self-rated well-being. A total of 99% of participants had at least one site with probing depth (PD) or clinical AL of ≥ 3 mm. More than one third (36%) of participants had at least one site with AL ≥ 5 mm, and 12% had at least one site with AL ≥ 6 mm; for PD, the prevalence estimates were 26% and 8%, respectively, and a gradient by age group was evident across the different thresholds. Regarding the extent of disease, 17.6% of sites had PD ≥ 3 mm, and 21% of sites had AL ≥ 3 mm. The prevalence, extent, and severity of periodontitis were higher than estimates reported from industrialized countries, such as Australia, New Zealand, and the United States. This is of concern, especially when considering the relatively young age of the study population. Because of this high prevalence, investigation of periodontitis in a national sample of Omanis is desirable to confirm the findings of this study.

An exploratory investigation of student and teacher perceptions of student‐generated affinity‐seeking behaviors

A sample of college students was surveyed to construct a list of mutually exclusive affinity‐seeking categories. These categories identified affinity‐seeking strategies used by students to attempt to influence their teachers. Another sample, consisting of college teachers, was surveyed to construct a list of teachers’ perceptions of affinity‐seeking strategies used by students. Twenty‐six mutually exclusive categories were generated by the two groups. Results indicate that teachers and students agree that specific strategies are used most frequently: “conversational rule keeping,”; “elicit other's disclosure,”; “self‐inclusion,”; and “requirements.”;

In Memoriam: Warren O. Nelson, April 16, 1906—October 18, 1964

IN MEMORIAM Warren O. Nelson, April 16, 1906—October 18, 1964* TO A FRIEND We are gathered here to pay a briefvalediction to a mutual friend. On this occasion I cannot but speak in personal terms. I knew him well enough to know that nothing would be more distasteful to him than public sentimentality on this occasion. Nevertheless , disdainful as he may have been of sentimentality, sentiment he himself felt—deep, moving, loyal and true—and ofsuch were the foundations for his uniquely strong character . Those ofus who knew him well and enjoyed his friendship would be less than true if wefailedto express, inadequate though ourmeans may be, ourdeep-felt sentimentstoday. Warren Nelson was born on April 16, 1906, in Moline, Illinois. His early years were spent inTexas and Oklahoma. After his father's death hewent tohigh school inWisconsin. In his later years, as he traveled widely, and was known and welcomed in all world capitals, he still bore proudly the stamp, the character, and the accent of the plains and frontier ofthis nation—a frontier that furnished many men to our academic life and the science ofEndocrinology in particular. Concerning him it might be said, as was recently said ofanother, "The hill country of Texas is a stern adversary, giving grudgingly ofitselfonly to the most determined. . . . Here at the grass roots ofAmerica, where the soil is meager and the sun is hot, he learned about life and about people." Being born with no silver spoon in his mouth, he compensated by relentless hard work. Except for rare intervals, this work never ceased. It was his great good fortune, and essential to his own happiness, that he was able to continue working until the last moments ofhis life. For the short periods, however, in which work was put aside, this too was thoroughly done. Sports ofany kind provided strong competition for the urge to work, and he leaves us all fond memories ofgay and relaxed evenings at many times and places. His higher academic work started at Augustana College, Rock Island, Illinois, in 1924. There he came under the influence ofone ofthose great small-college teachers, Professor Harold Yingling, who directed his interests toward the biological sciences. He emerged with a degree in 1928 and soon was engulfed in the great depression, during which for him, as for his contemporaries, the going was hard. * From the Memorial Service held in Rensselaer, New York, October 21, 1064. 409 But on small resources he started graduate work at the University of Iowa, where W. W. Swingle was rejuvenating a department. When that group broke up, he moved to New York University with the late Hans Haterius and with Harry Charipper. There he received his Ph.D. From there he went to the University of Chicago for postgraduate work with Carl Moore. Then came his first staffappointment, at the University ofMissouri with Milton Overholser, and the next one at Yale under Edgar Allen. This list ofteachers is itselfsomething ofa galaxy ofworld Endrocrinology—but in every institution in which he learned, he contributed as well—a steady stream ofbasic sound research. This led to a Professorship at Wayne University and later, full cycle turned, back to Iowa. Perhaps his greatest institutional achievement, accomplished at a time when the need was great, was the magnificent world-wide medical program he set up for the study of population problems under the auspices ofthe Population Council. This blooms now as a great and forceful world effort at a time ofemergency. The shock felt by all ofus today is particularly acute among the many students and protégés, American and foreign, who at one time or another worked with him. For them he found plenty oftime at any cost, and through them his techniques, philosophies, and high standards write broadly the record oftheir beginnings. The work ofsuch a man is never done, but the main unfinishedjob was the one he left here—for he certainly had a great role to play in the development ofthe new Institute with which he was briefly associated in Albany. I will not dwell on the many honors, honorary offices, honorary degrees, and so forth which he held—through which world-wide...

Remaking the Psychology Curriculum

Nil yR ODERN life has put a heavy strain upon the collegiate curriculum which is derived largely from two factors, the expansion of human knowledge and the presence in college of sizable groups of students with specialized intellectual and vocational interests. Under the stress of these two forces the traditional curriculum of the American college has gradually, though slowly, surrendered ground. Even the wonted names of courses are frequently but masks behind which parades a highly altered instructional content. In other cases current courses and curricula represent an intrusion of entirely new material into the traditional program at times so unlike the old in nature and purpose as seemingly to transform the college of liberal arts itself. The assault of the new world upon the college has been irresistible, even brutal at times, and some fine values may have been sacrificed in the excesses of revolutionary changes. Much to the bewilderment of collegiate authorities and educational philosophers the process is neither ended nor even in the way of abatement. For the most part it proceeds without formulated method or clear purpose. Unless we are to surrender to confusion, some plan of evolving and adjusting the curriculum must be made. One such method, that of activity analysis, has recently been used. In esssence this method starts with the occupation, the task or the job, and seeks to determine the skills and knowledges necessary to its pursuit. From this determination the movement is backward to the training program, to the curriculum, with long lists of prerequisite courses. Taken quite generally this is an ancient method of curricular construction; its more precise formulation is recent and has occurred in the distinctly vocational fields such as the industrial occupations. The developments of the curriculum at Stephens College and the lists of teachers' traits and activities found in the Commonwealth Teacher-Training Study by Charters and Waples are examples of its use at the collegiate level. Opposed to occupational analysis as a method of procedure is that of subject-matter analysis. While the former works backward from the end result, the latter moves forward from the vantage of available knowledge logically arranged. This, too, is an ancient method of making curricula, but the abundance of current knowledge and the specialized character of much of it set tasks of new and greater difficulty. If this method is to continue usable, it must be refined and adapted to the more complex condi-

Sand-Dunes in the Peruvian Desert

We see, then, that the introducers of Hakluyt's great work to the public were Richard Mulcaster, Pigafetta, Hugh Broughton, and William Camden. That is the complete list. It is mainly, perhaps entirely, a list of teachers. Mulcaster, the trainer of teachers and the advocate of the school teaching of drawing, here directly identifies himself with enthusiasm for the aims of Hakluyt, as a developer of the history of geographical discovery. Pigafetta probably was a teacher of Italian, at any rate, whilst in England. Broughton is a pioneer in the teaching in England of Hebrew and oriental languages. William Camden was at the head of English schoolmasters, with the possible exception of Mulcaster himself.