In memoriam: Kurt G. Hofer 1939-2015 Yasui, Linda; Lin, Xiao; Van Loon, Nanette ...
Radiation research,
03/2016, Letnik:
185, Številka:
3
Journal Article
Recenzirano
Kurt G. Hofer, a radiation biologist and preeminent educator, unexpectedly but peacefully passed away on Sep 20, 2015, at the age of 76. Kurt was born in Feldkirchen in Karnten, a town in the ...Austrian state of Carinthia, on Mar 2, 1939. He received his doctoral degree from the University of Vienna in 1965. In 1966, Kurt, accompanied by his wife Maria (Ridy) came to the US to begin a postdoctoral fellowship at Tufts University Medical School. In 1970, he accepted a position as an Assistant Professor and worked as a radiation biologist in the Radiation Therapy Department at Ohio State University. A year later, Kurt moved to Tallahassee and joined the faculty of the Department of Biological Science at Florida State University, where he established himself as a Distinguished Professor and was eventually appointed as the Director of the University's Institute of Molecular Biophysics. He remained at Florida State until his retirement in 2003.
A valuable text for teacher educators, including ECT mentors in schools, on the topic of relational expertise. It provides a critical analysis of current conceptions of the role of teacher educator ...and a theoretical basis for practice.This book provides a concise and clear cultural-historical perspective of the expertise of teacher educators. The theoretical framework of relational expertise draws upon what matters to both the teacher educator and beginning teacher as they work together on the complex problem of learning to teach. It provides a clear basis for their practice and for what happens in their practice, signalling a way of understanding how to undertake the role of teacher educator in terms of the professional learning of the beginning teacher. Concepts explored include relational expertise, relational agency, common knowledge, the double move, metacommentary, and second order practice, offering a critique of the deconstruction of the act of teaching into bite-size chunks to be memorised. Opportunities for critical reflection are also provided throughout the book, which speaks to teacher educators directly in terms of suggesting a clear theoretical basis for their expertise and how to enact this in practice.
Frederick Stewart was known by his contemporaries as the founder of Hong Kong government education. He was the first headmaster of the Central School, which led Hong Kong English education between ...1862-1911 when the first university was established.
Background: Epilepsy is a common but usually stigmatized disease due to its presentation therefore; the awareness of care givers regarding epilepsy is crucial for better management and upbringing of ...child. This study aims to assess the degree of apprehension among special educators, as epilepsy is more prevalent in special children. Method: A cross-sectional study using questionnaire, based on interviews by 56 participants from numerous special schools of Karachi was conducted. Results: All special educators knew about epilepsy through their relevant courses. 85.7% of them dealt with the epileptic person directly during their practice. They explained epileptic attack as period of seizure (71.5%), period of loss of consciousness (64.3%), and memory loss (35.7%). 57.1% perceived causes of epilepsy to be inherited, as oxygen deficiency during birth46.4%, as birth defect46.4%, stroke 42.9% and 39.3% believe brain tumor can be the cause. Perceived triggers were (71.4%) emotional disturbance, (67.9%) stress, (53.6%) sleep deprivation and (60%) skipping medicine. Unfortunately, 7% of them consider epilepsy as contagious disease. 11% thinks epilepsy is some kind of spiritual possession or black magic. 30% stated that epileptics should be treated by Hakims while 25% believes quacks can cure it. Conclusion: Overall knowledge was adequate and attitude was positive toward epileptic children. Favorably, 70 to 80% of them supported the idea that people with epilepsy can get good education and take up a job and even can marry and have family life.
Contents: Muslims and secular education : the beginnings of Osmania University -- Reforming a language : creating textbooks and cultivating Urdu -- Muslim pasts : writing the history of India and the ...history of Islam -- Locating Urdu : Deccani, Hindustani, and Urdu -- Secular projects and student politics : "Vande mataram" in Hyderabad. -- Conclusion : from national to minority subjects.
How have Black women fostered belonging in higher education institutions that have persisted in marginalizing them? Focusing on the career of Lucy Diggs Slowe, the first trained African American ...student affairs professional in the United States, this book examines how her philosophy of ""living more abundantly"" envisioned educational access and institutionalized campus thriving for Black college women.Born in 1883, Slowe was orphaned at a young age, raised by a paternal aunt, and earned a scholarship to attend Howard University in 1904. As an undergraduate, she helped found Alpha Kappa Alpha, the first African American sorority in the United States, and served as its first president. After graduating valedictorian of her 1908 class, she excelled as a secondary school teacher and administrator and became a national tennis champion. In 1922, she returned to her alma mater as its first full-time dean of women.Over her fifteen-year tenure at Howard University, Slowe empowered early twentieth-century Black college women to invest in their individual growth, engage in community building, and pursue leadership opportunities. To foster Black women's higher education success, Slowe organized both the National Association of College Women and the National Association of Women's Deans and Advisers of Colored Schools. As she established long-standing traditions and affirming practices to encourage Black women's involvement in the extracurricular life of their campuses, Slowe's deaning philosophy of ""living more abundantly"" represents an important Black feminist approach to inclusion in higher education.
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