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The purposes, methodologies, and curricula of the social studies over the past 100 years are examined in this paper. This history was written to provide a useful background for current efforts to reform the social studies. The paper, which consists of nine chapters, begins with a discussion of the meanings, definitions, and beginnings of social studies. The three factors that set the stage for the development of the social studies are examined: the rise of the public high school, the growth of the universities, and the emergence of professional societies. Chapter two examines the 1916 report and the 1920s. The American Historical Association (AHA) Commission on the social studies and the 1930s are treated in chapter three. Chapter four examines the effect that World War II had on the social studies. The "New Social Studies" movement is the topic of chapters five, six, and seven. What happened in the 1970s is discussed in chapter eight. Following the summary and comments of chapter nine, there are name and subject indexes. (Author/RM)
For example, the book discusses traditional tropical medicine topics of infectious diseases and nutritional deficiencies. These diseases are common in the tropics, although some are associated more with poverty than with tropical living conditions. It also deals with genetic diseases and genomic issues that are truly associated with living in the tropics, e.g. the thalassemias. The book begins with several papers describing the vast human genetic diversity of Southeast Asia and its relationship to several genetic disorders. These papers illustrate the future direction of genomic activities in relation to disease susceptibility and resistance. The next sections deal with malaria and four specific viral and bacterial diseases of the tropics: hepatitis B and C, tuberculosis, and leprosy. These are then followed by a section on general bacterial infection. Two papers on nutrition complete the volume.
This book explores the ways in which technology is being used by various open universities in developing countries to extend learner support services to distance learners. It shares the best practices being followed by different open universities so that these may be replicated by other universities. It provides an overview of the use of various digital technologies, e-learning tools, eLearning platforms, virtual learning environments, and synchronous and asynchronous technologies in open and distance learning (ODL) systems. Moreover, it discusses the importance of ODL systems in providing inclusive education in developing countries through the use of ICT with a special focus on adult, rural and elderly learners, as well as the role of technology in science education through ODL system. A transformative model of sustainable collaborative learning is presented, integrating concepts based on theoretical frameworks to increase the flexibility and solve existing issues in developing countries, which may be used for policy changes in distance learning. It concludes by examining various challenges in successfully implementing technology for effective delivery of learner support services in distance education systems in developing countries and exploring the strategies required to overcome these challenges.
Using newly declassified documents, this book explores why U.S. military leaders after World War II sought to monitor the far north and understand the physical environment of Greenland, a crucial territory of Denmark. It reveals a fascinating yet little-known realm of Cold War intrigue and a delicate diplomatic duet between a smaller state and a superpower amid a time of intense global pressures. Written by scholars in Denmark and the United States, this book explores many compelling topics. What led to the creation of the U.S. Thule Air Base in Greenland, one of the world’s largest, and why did the U.S. build a nuclear-powered city under Greenland’s ice cap? How did Danish concern about sovereignty shape scientific research programs in Greenland? Also explored here: why did Denmark’s most famous scientist, Inge Lehmann, became involved in research in Greenland, and what international reverberations resulted from the crash of a U.S. B-52 bomber carrying four nuclear weapons near Thule in January 1968?
This book reveals the roots of structural racism that limit social mobility and equality within Britain for Black and ethnicised students and academics in its inherently white Higher Education institutions. It brings together both established and emerging scholars in the fields of Race and Education to explore what institutional racism in British Higher Education looks like in colour-blind 'post-race' times, when racism is deemed to be ‘off the political agenda’. Keeping pace with our rapidly changing global universities, this edited collection asks difficult and challenging questions, including why black academics leave the system; why the curriculum is still white; how elite universities reproduce race privilege; and how Black, Muslim and Gypsy traveller students are disadvantaged and excluded. The book also discusses why British racial equality legislation has failed to address racism, and explores what the Black student movement is doing about this. As the authors powerfully argue, it is only by dismantling the invisible architecture of post-colonial white privilege that the 21st century struggle for a truly decolonised academy can begin. This collection will be essential reading for students and academics working in the fields of Education, Sociology, and Race.
This volume contains the proceedings of the Tenth International Meeting of the International Study Group for Tryptophan Research (ISTR V), held at the University of Padova, Padova, Italy, from 25-29 June, 2002 under the auspices of the Ministry of Education, University and Research (MIUR) in Roma, the University of Padova, the Italian Chemical Society - Division of Pharmaceutical Chemistry, the Veneto Region and the City of Padova. The meeting was organized to cover the recent developments in the field of tryptophan research. Weare very honoured that so many speakers accepted our invitation to give plenary lectures which, with the other communications, demonstrated the high scientific value of the Meeting. The publications in this volume are subdivided into nine main chapters, and cover all the major aspects in immunology, neurobiology, psychiatry, pathology, clinics, metabolism, enzymology, pharmacology, toxicology, melatonin, exercise and analytical chemistry. The volume includes the contributions of 325 scientists from 24 countries, and the Musajo Memorial Lecture delivered by Prof. Osamu Hayaishi during the Opening Ceremony.