Pioneer In Education Research Articles

Congratulations to the 2011 RSNA Outstanding Educator: James G. Smirniotopoulos, MD

An internationally recognized neuroradiology expert, James G. Smirniotopoulos, MD, is also a pioneer in electronic and online radiologic education. He has created a legacy of innovation—correlating radiologic and pathologic images, creatively using animations and drawings, and employing a unique lecture style—all in the name of teaching more than 28,000 residents over the past 25 years. Many have come to know him through his groundbreaking work at the Uniformed Services University of the Health Sciences (USUHS), Bethesda, Md. Dr Smirniotopoulos first stepped into the role of educator during his radiology residency at Georgetown University in Washington, DC, where he mentored nonradiology interns during their radiology rotations and taught Georgetown medical students during their required radiology rotations. While he was a junior staff member at Georgetown, Dr Smirniotopoulos developed a 15hour elective lecture series to teach cross-sectional anatomy to 1st and 2nd year medical students by using computed tomographic (CT) images. From Georgetown University, Dr Smirniotopoulos moved to the Armed Forces Institute of Pathology (AFIP), Bethesda, Md, where he pioneered the use of radiologic-pathologic correlation for teaching neuroradiology. Before his arrival at the AFIP, “rad-path” correlation had been used primarily for education in genitourinary, gastrointestinal, chest, and musculoskeletal imaging. Dr Smirniotopoulos took advantage of magnetic resonance (MR) imaging—which was beginning to emerge as an important imaging tool just as he began his AFIP career in the early 1980s—and combined it with CT to develop more than 25 hours of didactic lectures for the AFIP. Dr Smirniotopoulos’s career at the AFIP was also distinguished by the development of the annual anatomic pathology course, which he directed for its first 4 years. This course was intended to reach pathology residents nationwide,

Martin Meyerson

This article explores Martin Meyerson’s career between 1948 and 1963 at three schools of planning, the Universities of Chicago, Pennsylvania, and Harvard, in the development of a fundamentally new teaching and professional education paradigm that applied social science techniques to urban problems. Meyerson was an educational pioneer, mentor, advisor, and role model. His contributions included the creation of the modern doctoral degree program in planning. Meyerson’s training of planning educators included women who then replicated his efforts throughout the world.

PROBLEMS AND PROSPECTIVES IN DISTANCE EDUCATION IN INDIA IN THE 21st CENTURY

This research paper attempts to introduce the problems and prospective in Distance Education System in India. This paper begins with the definition of distance learning and then proceeds to tell about the types of distance learning. It discusses and analyses the synchronous and asynchronous of distance education delivery system and emphasizes that the asynchronous method is more flexible than synchronous instruction. It also emphasizes that the instructional design, technology and support are the elements which are of paramount importance to any successful distance education program. The history of distance learning narrates the development of distance learning and discusses how it found an alternative method to the then existing effective system which brought the students together to one place and one time to learn from one of the masters. It reveals how the pioneers of distance education used the best technology of their days to open educational opportunities to people who were unable to attend the regular conventional institutions. It also lists and discusses the problems such as lack of student’s co-ordination, conducting examinations, publishing results and other related problems. Further, it attempts to converse on the origin, salient features, and the technologies used in distance education in India. It also brings out the four themes of distance education system and their prospective. Finally, it summarizes and suggests solutions for the problems faced in distance education and also widens the scope of any researcher to further research on the problems and prospective in distance education and to improve the values in distance education system of learning in India. Key words: distance education, definition and types, technology, problems and prospective.

History's Orphan: Arthur MacLean and the Legal Education of Women

Relatively few people, even American legal historians, recognize the name Arthur W. Maclean. This article aims to change that by reconstructing the life of this fascinating individual. Arthur MacLean was a pioneer in the legal education of women, who founded Portia Law School in Boston in 1908. MacLean ran that school (now the large, co-educational New England School of Law) as the world’s only all-women law school until 1938. His venture was not only unique, but for the most part highly successful. Yet, MacLean died in near-obscurity and his story nearly vanished from the history books – at least until now.

What Samuel A. Kirk Really Said About Mental Retardation and Learning Disabilities: A Response to Danforth, Slocum, and Dunkle

What Samuel A. Kirk Really Said About Mental Retardation and Learning Disabilities: A Response to Danforth, Slocum, and Dunkle

1796.1 German Book Describes

One plays the game with two teams, of which one is serving the and the other batting.... Likewise the process is as in the German game: hitting, running, etc.It was one of the most satisfying moments of my hunt for the roots of baseball, and one of the most unexpected. In 2001, while searching for other pastimes within an old German book on games and sports, I came across seven pages describing a game called das englische Base-ball.1 Written by the physical education pioneer J. C. F. Gutsmuths, the 1796 book offers the earliest known detailed explanation for how baseball was played.In my own book, published in 2005, I cited Gutsmuths' description while making my case that the 18th century game of English baseball was the immediate forerunner of American baseball.2 At the time, I interpreted Gutsmuths' use of the term English baseball as an indication that he was describing the same form of baseball that occasionally appeared by name in English works of the 18th and 19th centuries. Because Gutsmuths described a as being part of the game, I extrapolated that English baseball was generally played with a bat, even though that fact had not been detailed elsewhere.In my book I also theorized on the origin of the English game of rounders. When rounders first appeared in the early 19th century, seemed to share the same basic characteristics as English baseball, or at least the way I understood English baseball to be from Gutsmuths' description; i.e., a game played with a bat. From this I postulated that rounders and English baseball were one and the same, with the name rounders replacing the older name of baseball in the 1800s.In the years since my book was released, researchers, including myself, have made new discoveries about both English baseball and rounders. The knowledge gained from these findings has caused me to revise some of my earlier thinking regarding the relationship between the two. The new information shows that English baseball had a much longer lifespan in the 19th century than was previously believed; that was played as late as the 1890s; and that coexisted with rounders for seven decades or longer.3 Except for one doubtful example, none of the new references to English baseball indicates, or even suggests, that the pastime was played with a bat. By contrast, the newest discoveries about rounders only confirm what has been long documented about it-that is always played with a bat. Taking into account the total body of evidence available, I now believe that English baseball and rounders were separate games, distinguished principally by the use of a in the latter. Furthermore, a strong gender division characterized the two pastimes throughout much of the 19th century, with English baseball having been played predominantly by girls and young women, and rounders by boys and men.4Because of their similarities, seems probable that rounders was a direct offshoot of baseball. It may have been a natural and obvious thing for boys in the late 18th century to experiment using a to strike a baseball instead of using their bare hands. Bats were certainly very familiar and available to them from the popular games of trapball and cricket. (A parallel process may well have transpired in North America, where use seems to have been adapted to baseball during the colonial era.) I speculate that was during this stage, when youngsters were introducing play to baseball and beginning to form incipient rounders, that Gutsmuths captured his information about English baseball and memorialized in his book.Coincidence or not, at this same time a game called simply bat and ball began to appear in English writings. A 1790 book listed a young man's amusements as including marbles, and [and] hop-step-and-jump.5 A 1797 newspaper article, praising the layout of a new school ground, noted it affords ample space for cricket, for and ball, or any other school-boy exercise. …

Elaine Summers and Kinetic Awareness: Part 1

Part 1 is an article describing the principles and practices of Elaine Summers' Kinetic Awareness work. I place Kinetic Awareness in the context of the history of somatic practices within the lineage of German somatic education pioneer Elsa Gindler (18851961), and document three key performances from different stages of Summers' career in relation to her Kinetic Awareness work (Dance for Carola (1963), Energy Changes (1973) and Hidden Forest (2007)), before assessing the importance of her somatic work in choreography and performer training. Part 2 is an interview with Elaine Summers focusing primarily on her Kinetic Awareness work in relation to performance.

Higher Education as a Platform for Cross-Cultural Transition: the Case of the First Educated Bedouin Women in Israel

This article examines two groups of Bedouin women who studied in different cultural spaces. The first group, due to a lack of high schools in the Negev (during the 1970s), were obliged to leave the village to study and reside in boarding schools in the central and northern regions of Israel. These women returned to their society of origin after the completion of their academic studies. The second group went to Jewish universities in a town near their homes (Beersheba), attending daily and returning home each night to patriarchal control. The article examines the experience of these pioneers in higher education as a form of cultural transition and internal immigration, with an emphasis on the unique characteristics of each of the two groups. Going out to gain higher education is seen in Bedouin society as a form of immigration, and the first educated women therefore became a type of immigrant.

The life of Rousseau

Cited as one of the great pioneers of early childhood care and education, Jean-Jacques Rousseau was a controversial figure in his time whose works were banned by the authorities in France and Switzerland.

Films that Work: Industrial Film and Productivity of Media (review)

Reviewed by: Films that Work: Industrial Film and Productivity of Media Tony Osborne Vinzenz Hediger & Patrick Vonderau, Eds. Films that Work: Industrial Film and Productivity of Media Amsterdam University Press, 2009. 491 pp. Paperback. To the uninitiated, musty industrial and educational films must seem improbable progenitors of a cult following. But certain of these "sponsored" films, such as those made for General Motors by the Jam Handy Organization, are as riveting and well made as the Hollywood fare of their era. Jamison "Jam" Handy (1886-1983) is one of the unsung pioneers in visual education acknowledged in Films that Work, whose editors, Vinzenz Hediger and Patrick Vonderau, regard industrial films as "the next big chuck of uncharted territory in cinema studies." The book's 25 essays are sure-footed preliminary steps in mapping this vast, unclaimed territory, which spans Europe and America and encompasses silent films. In the U.S. alone, industrial films number 400,000; add corporate video, "which almost nobody's done serious work on, and you're talking millions of works," notes Rick Prelinger, an innovative archivist and advocate for the preservation of "orphan," or non-Hollywood films. Viewing industrial films on their own merits, as "art" rather than mundane historical "source material," demands a recalibrated methodology. Traditional criteria, such as the stylistic merits of individual directors, have little or no bearing upon such typically "anonymous" sponsored films, which credit neither directors, writers, nor actors. Even though some uncredited works have a clearly distinguishable voice or reflect a "house style," Prelinger believes that "avoiding the auteur theory" for sponsored films "would be a great leap forward for cinema studies." Assessing sponsored films may be less about aesthetics or style than analyzing the context of their screenings, which differ from film to film. [End Page 119] "Some of the Jam Handy films were made for just one person to see," explains Prelinger. "Maybe you're trying to sell a vice president on making a big equipment purchase." Such singularity led Prelinger to consider calling sponsored works "ephemera" when he founded the Prelinger Archives in 1982, an invaluable collection of educational, industrial, advertising, and amateur films. One useful critical approach advocated in Films that Work is loosely—and sometimes pedantically—labeled "rhetorical." Paradoxically, the compelling rhetorical analysis by Ramon Reichert, "Behaviorism, Animation, and Effective Cinema," eschews the term. Reichert catalogues the persuasive strategies employed in McGraw-Hill management training films. (The company's initial films in the late 1940s were versions of its textbooks geared to reach a wider audience.) Reichert calls his compendium "rules of showing," or "a pedagogy of images." The McGraw-Hill films aim to "popularize knowledge." This they do, says Reichert, by directing and controlling the viewer's gaze through a "surplus of theatricality" that includes animation, special effects, zooms, and wipes. For instance, the zoom, "a gestural method of emphasis," confers special meaning upon an object. This is seen in McGraw-Hill's Internal Organization (1951), which zooms only the upper echelons of an organization chart, thereby forsaking the bottom-dwelling "worker." Furthermore, alternative readings of the chart are prohibited through the univocal/visual expedient of an authoritative voice-over in tandem with animation. Such clean linearity, which admits no interpretative play, is the perfect visual expression of "scientific management"—the dubious promise of efficiency marketed by Frederick Taylor as the means to workplace harmony and prosperity. In 1912, Frank and Lillian Gilbert, of Cheaper by the Dozen fame, tried to "out-Taylor Taylor" by filming the hand motions of factory workers who built braiding machines used to make shoelaces and electrical insulation. In "Images of Efficiency," Scott Curtis uses the Gilberts' motion studies to probe the rhetoric of the scientific film. The Gilberts lighted upon the New England Butt Company of Providence, Rhode Island, placing workers and their tools in a specially constructed room to better film the lighting conditions (thought to be a key factor in efficiency). To give their motion studies a scientific gloss, the Gilberts always filmed each worker against a background grid pattern, ostensibly to facilitate the measure of movements. (The idea was to examine the film slowly or under a magnifying glass.) However, Curtis ascertained that workers were...

A peace education pioneer: a Swedish professor in pedagogy dedicated to peace education – Åke Bjerstedt

A peace education pioneer: a Swedish professor in pedagogy dedicated to peace education – Åke Bjerstedt

Letter to the Membership

For more than 2 decades, it has been my honor and privilege to serve as your executive director. Thank you for giving me the opportunity of working with you in support of a better quality of life for people with intellectual and developmental disabilities in the United States and throughout the world. When I signed on as an AAMD [American Association on Mental Deficiency; now AAIDD] student member more than 40 years ago, I never realized that I was making a lifetime commitment to the association. At that time, a new era of community services was emerging for people with intellectual disabilities and, like many of you, I was among the early special education pioneers. I was driven to special education and then on to rehabilitation studies because my younger brother, John, was born with multiple disabilities and there were no educational programs or community services to help support John or our family. Like many parents of that era, my mom and dad were unwilling to place John in an institution and his future became a family affair. In fact, my parents joined with a small group of other parents to organize an educational program in the basement of a local church. The church basement was John’s first ‘‘school,’’ and it was one of the very few times that he went to school in our hometown. Of course, the whole family ‘‘volunteered’’ in many educational and community activities. Like most young people with significant disabilities in the 1960s, John spent his school years traveling around in the yellow bus to attend classes in out-of-theway places. Even today, because the area remains fairly rural, John continues to travel far and wide for needed programs and services. He also now lives in a group home that is more than 30 miles from the community where he was an integral member for more than 45 years. And, sadly, at 58 years old, John faces the additional challenges of dementia. I have mentioned this personal story because over the decades I have been profoundly influenced by all the challenges that my brother John has faced in trying to live an ordinary life that included work, family, friends, fun, and community connections. Many of his experiences have served as a lens through which I have examined our work here at AAIDD. In stepping back to consider these last 2 decades, I can say with some measure of satisfaction that we have done some very good work and we have made some major contributions to a better quality of life for people with intellectual disabilities. We have done our part in advancing human rights and personal dignity both nationally and internationally. We have increased opportunities for people with disabilities by leading the movement for personal supports through our Supports Intensity Scale. We changed our name and the disability terminology in response to cultural changes and evolving demands of our era. We have improved service access and eligibility through our definition and classification work. We have contributed to individual longevity by advocating for health and wellness to include supporting those who are aging or facing the end of life. We have been pioneers in connecting the impact of our environment on the cause and effect of developmental disabilities. We were leaders in establishing the Alliance for Full Participation, and we are partners in the emerging national siblings network. And last, but certainly not least, we have worked tirelessly to eliminate the execution of people with intellectual disabilities. These are just a few examples of our many pioneering efforts, and all this has been possible thanks to you. You are dedicated, determined, accomplished, and passionate individuals. You care deeply about others and you strive to make a difference in this world. My role here at AAIDD has been to support your efforts and to move our INTELLECTUAL AND DEVELOPMENTAL DISABILITIES VOLUME 48, NUMBER 4: 297–298 | AUGUST 2010

女子教育者 三輪田眞佐子における「家庭」言説の受容

女子教育者 三輪田眞佐子における「家庭」言説の受容

Sir Syed Ahmad Khan and the Turks

Sir Syed Ahmad Khan was a pioneer of higher education for the Muslims of India after political power passed to the British in the nineteenth century. He was a leader who foresaw with clarity that Hindus and Muslims were bound to seek separate national destinies after the British left India. After the collapse of their own empire, the Indian Muslims aligned themselves with the Ottoman Turks and Sir Syed therefore deliberately chose Turkish models for educational, cultural and even sartorial reform. He was loyal to British rule in India mainly because, though it subdued all Indians, it simultaneously prevented the Hindu domination of Muslims.

Turning the Educability Narrative: Samuel A. Kirk at the Intersection of Learning Disability and “Mental Retardation”

It is often assumed that current disability constructs exist in conceptual isolation from one another. This article explores the tangled historical relationship between "mental retardation" and learning disability in the writings and speeches of special education pioneer Samuel A. Kirk. Beginning in the 1950s, Kirk repeatedly told an educability narrative that described children with low IQ scores as capable students worthy of instruction. However, when he tried to clearly distinguish between the new learning disability construct and the older mental retardation, Kirk altered his standard tale. True intellectual potential then shifted to the learning disability, leaving mental retardation doubly stigmatized as the disorder of educational infertility.

Bronson Alcott: pioneer in spiritual education

Of all the individuals that we call Transcendentalists, Bronson Alcott was the most devoted to education and nourishing children’s spirituality in that context. At the Temple school in Boston he held conversations with children on spiritual questions that drew forth the children’s inner wisdom. This paper describes his work as an educator and discusses how his ideas are relevant to today’s educators working in the field of spirituality in education.

Yuriko Akiyama, Feeding the nation, nutrition and health in Britain before World War One, London and New York, Tauris Academic Studies, 2008, pp. x, 293, £52.50 (hardback 978-1-84511-682-8).

Yuriko Akiyama, Feeding the nation, nutrition and health in Britain before World War One, London and New York, Tauris Academic Studies, 2008, pp. x, 293, £52.50 (hardback 978-1-84511-682-8). - Volume 54 Issue 1

An Approach to the Figure and Aesthetic Ideas of Alexander J. Kostellow: Plastic Artist and Industrial Design Education Pioneer

An Approach to the Figure and Aesthetic Ideas of Alexander J. Kostellow: Plastic Artist and Industrial Design Education Pioneer

Learning & Development: Susan Isaacs - Wise words

Nursery WorldVol. 2009, No. 12 FeatureLearning & Development: Susan Isaacs - Wise wordsJulian GrenierJulian GrenierSearch for more papers by this authorJulian GrenierPublished Online:4 Mar 2014https://doi.org/10.12968/nuwa.2009.1.12.1093866AboutSectionsView articleView Full TextView EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractThe work of an education pioneer has profound relevance today, says Julian Grenier. FiguresReferencesRelatedDetails 1 December 2009Volume 2009Issue 12ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 4 March 2014 Published in print 1 December 2009 Information© MA Education Ltd

Women pioneers of public education: how culture came to the wild West

Beginnings A House of Many Uses Town and School in a Wilderness A Settlement Takes Hold At High Tide School and Town in the Eighties A School in Crisis The Turbulent Nineties Silverton's Life at Century's End Silverton Enters the 20th Century Public Schooling's Triumph: High School Graduation Looking Backward and Looking Forward