Fifty-eight years in science – a commentary

2005 ◽  
Vol 83 (8-9) ◽  
pp. 657-663 ◽  
Author(s):  
Edwin E Daniel
Keyword(s):  
Smooth Muscle ◽  
World War Ii ◽  
Problem Based Learning ◽  
Cellular Biology ◽  
World War ◽  
University Of Alberta ◽  
Muscle Research ◽  
Helping Others ◽  
Health And Disease ◽  
The University

After 58 years in science, mostly in pharmacology, one gains perspective. Mine is that there have been important changes over this time, some good and some questionable. In this commentary, I try to reveal how I got to this stage, partially explaining my biases, and possibly helping others learn from my experiences including mistakes. Changing from seeking an M.D. to cellular biology and then to pharmacology early in my career were the best moves I made. The next best move was migration to Canada, away from the McCarthy-McCarran hysteria. Arriving at a time after the end of World War II when science in Canada was expanding was very good luck. I had an excellent opportunity to enjoy both the administration (as Chair of the first independent Department of Pharmacology at the University of Alberta) and the practice of pharmacology (as a practitioner of research on smooth muscle in health and disease). For me, the practice of research has always won over administration when a choice had to be made. Early on, I began to ask questions about educational practices and tried to evaluate them. This led me to initiate changes in laboratories and to seek nondidactic educational approaches such as problem-based learning. I also developed questions about the practice of anonymous peer review. After moving to McMaster in 1975, I was compelled to find a solution for a failed "Pharmacology Program" and eventually developed the first "Smooth Muscle Research Program". Although that was a good solution for the research component, it did not solve the educational needs. This led to the development of "therapeutic problems", which were used to help McMaster medical students educate themselves about applied pharmacology. Now these problems are being used to educate pharmacology honours and graduate students at the University of Alberta. The best part of all these activities is the colleagues and friends that I have interacted with and learned from over the years, and the realization that many of them have collaborated with me again in this volume.Key words: bias and anonymity, problem-based learning, research versus administration, smooth muscle.

Academia's Golden Age

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
World War Ii ◽  
General Education ◽  
Graduate Education ◽  
World War ◽  
Boston College ◽  
Boston University ◽  
Close Study ◽  
University Of Massachusetts ◽  
National Trends ◽  
The University

This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general education. These chapters also review criticisms of academia that arose in the late 1960s and the fate of various reform proposals during the 1970s. Additional chapters focus on the eight campuses to illustrate the forces that drove different kinds of institutions--research universities, college-centered universities, urban private universities and public universities--in responding to the circumstances of the postwar years.

scholarly journals Professor George Archibald Grant Mitchell (1906–1993): his work with penicillin during World War II

2021 ◽  
pp. 096777202110121
Author(s):  
Peter D Mohr ◽  
Stephanie Seville
Keyword(s):  
Nervous System ◽  
World War Ii ◽  
Autonomic Nervous System ◽  
Middle East ◽  
World War ◽  
Army Medical ◽  
Autonomic Nervous ◽  
Penicillin Therapy ◽  
The University ◽  
University Of Manchester

George Archibald Grant Mitchell, OBE, TD, MB, ChB, ChM, MSc, DSc, FRCS (1906–1993) was a professor of anatomy at the University of Manchester from 1946 to 1973. He is mainly remembered for his research in neuroanatomy, especially of the autonomic nervous system. He studied medicine at the Aberdeen University, and after qualifying in 1929 he held posts in surgery and anatomy and worked as a surgeon in the Highlands. In 1939, he joined the Royal Army Medical Corps. He was based in Egypt and the Middle East, where he carried out trials of sulphonamides and penicillin on wounded soldiers; in 1943, he returned to England as Adviser in Penicillin Therapy for 21 Army Group, preparing for the invasion of Europe.

“A Woman's World”: The University of California, Berkeley, During the Second World War

2008 ◽  
Vol 48 (4) ◽  
pp. 534-564 ◽  
Author(s):  
Charles Dorn
Keyword(s):  
World War Ii ◽  
Civil Rights ◽  
Civil Liberties ◽  
Female Students ◽  
Home Front ◽  
University Of California ◽  
World War ◽  
Young Women's Christian Association ◽  
Christian Fellowship ◽  
The University

The fairer sex takes over and the campus becomes a woman's world. They step in and fill the shoes of the departing men and they reveal a wealth of undiscovered ability. The fate of the A.S.U.C. [Associated Students of the University of California] and its activities rests in their hands and they assume the responsibility of their new tasks with sincerity and confidence. —Blue and Gold, University of California, Berkeley, 1943During World War II, female students at the University of California, Berkeley—then the most populous undergraduate campus in American higher education—made significant advances in collegiate life. In growing numbers, women enrolled in male-dominated academic programs, including mathematics, chemistry, and engineering, as they prepared for home-front employment in fields traditionally closed to them. Women also effectively opposed gendered restrictions on extracurricular participation, filling for the first time such influential campus leadership positions as the presidency of Berkeley's student government and editorship of the university's student newspaper. Female students at Berkeley also furthered activist causes during the war years, with the University Young Women's Christian Association (YWCA) serving as one of the most popular outlets for their political engagement. Historically rooted in a mission of Christian fellowship, by the 1940s the University YWCA held progressive positions on many of the nation's central social, political, and economic issues. Throughout the war years, women dedicated to promoting civil liberties, racial equality, and international understanding led the organization in its response to two of the most egregious civil rights violations in U.S. history: racial segregation and Japanese internment.

scholarly journals Introduction: Physics, Technology, and Technics during the Interwar Period

2018 ◽  
Vol 31 (3) ◽  
pp. 251-261
Author(s):  
Shaul Katzir
Keyword(s):  
World War Ii ◽  
Cold War ◽  
Interwar Period ◽  
Scientific Inquiry ◽  
Government Funding ◽  
World War ◽  
The Core ◽  
Historical Processes ◽  
The University ◽  
University Industry

Historians, philosophers, and physicists portray the 1920s and 1930s as a period of major theoretical breakthrough in physics, quantum mechanics, which led to the expansion of physics into the core of the atom and the growth and strengthening of the discipline. These important developments in scientific inquiry into the micro-world and light have turned historical attention away from other significant historical processes and from other equally important causes for the expansion of physics. World War II, on the other hand, is often seen as the watershed moment when physics achieved new levels of social and technical engagement at a truly industrial scale. Historians have shown that military interests and government funding have shaped physics to unprecedented degree, and according to some, to the extent of discontinuity with earlier practices of research (Forman 1987; Kevles 1990; Kaiser 2002). In this vein, Stuart Leslie wrote, “Nothing in the prewar experience fully prepared academic scientists and their institutions for the scale and scope of a wartime mobilization that would transform the university, industry, and the federal government and their mutual interrelationships” (Leslie 1993, 6). While one can never befullyready for novelties, the contributors to this issue show that developments in interwar physics did prepare participants for their cold war interactions with industry and government.

Raising Intelligence Levels of the Mentally Retarded: An Overlooked Educo-Legal Implication

1975 ◽  
Vol 157 (1) ◽  
pp. 43-53 ◽  
Author(s):  
John M. Throne
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Child Welfare ◽  
Mentally Retarded ◽  
Public Schooling ◽  
World War ◽  
University Of Iowa ◽  
The Public ◽  
The University ◽  
Legal Implication

Studies by investigators at the University of Iowa Child Welfare Station before World War II demonstrated that the intelligence levels of the mentally retarded could be raised, often up to and beyond normalcy (IQ 100). Yet, the implications were never seriously followed up on anything approaching a broad-gauged scale. The juridical climate now supports the position that, because the evidence is that all the retarded can learn under proper conditions, they are all entitled to public schooling. It is suggested that the public schools may soon be confronted with an even more far-reaching educo-legal thrust based on the kind of evidence first reported by the Iowa investigators; that is, the public schools have a responsibility not only to educate or train the retarded to achieve their retarded potentialities, but to increase those potentialities, i.e., raise their intelligence levels.

scholarly journals Zagorka Micic: On the occasion of her 100th anniversary

2003 ◽  
Vol 46 (1-4) ◽  
pp. 17-26 ◽  
Author(s):  
Radmila Sajkovic
Keyword(s):  
World War Ii ◽  
Edmund Husserl ◽  
100Th Anniversary ◽  
History Of Philosophy ◽  
World War ◽  
The World ◽  
History Of ◽  
The University

In this text the author reviews the life and work of Zagorka Micic, famous Serbian woman-philosopher, in honour of the 100th anniversary of her birth. She was one of the first students of Edmund Husserl, and her Ph. D. thesis was among the earliest ones in phaenomenology, which was waking in that time. Her cooperation with Husserl has continued for a decade. After the World War II Zagorka Micic worked as a professor of logic and history of philosophy at the University of Skoplje (now FYRM). Stressing her individual qualities, the paper is full of personal memories and reminiscences of mutual encounters.

scholarly journals Maks Samec and his adapting to academic standards after World War II

2018 ◽  
Vol 58 (3) ◽  
Author(s):  
Željko Oset
Keyword(s):  
World War Ii ◽  
Research Policy ◽  
Academic Career ◽  
Academic Standards ◽  
World War ◽  
Administrative Reforms ◽  
The 1950S ◽  
The University ◽  
Academy Of Sciences ◽  
Second Chance

The paper at hand deals with the academic career of Maks Samec (1881-1964) after World War II. Samec lost his habilitation upon the »purge« at the University of Ljubljana in August of 1945, but was offered a second chance as an irreplaceable scientist – he became the founder of the newly established Institute of Chemistry at the Slovenian Academy of Sciences and Arts (SASA). He has earned numerous recognitions and state decorations for his work. At the institute, he strived to apply his academic standards, but was not entirely successful, which was also a consequence of administrative reforms and changes to research policy in the 1950s.

Historycy wojskowości – uczniowie Stanisława Herbsta

2019 ◽  
Vol 20 (4) ◽  
pp. 108-155
Author(s):  
Michał Kozłowski
Keyword(s):  
World War Ii ◽  
Military History ◽  
World War ◽  
Broad Base ◽  
History Department ◽  
The University ◽  
The Military

This article is devoted to Stanisław Herbst’s (1907–1973) seminar at the Institute of History at the University of Warsaw, which after World War II was one of the most popular historical seminars. Stanisław Herbst also conducted master and doctoral seminars at the Military Political Academy, thus creating a broad base for the reception of his views. Military historians constituted a large part of Herbst’s students. The discontinuation of the Herbst school was determined by structural issues discussed in this text, the most important of which was the lack of a military history department at the Institute of History at the University of Warsaw.

Karl-Otto Apel

2021 ◽  
Author(s):  
Eduardo Mendieta
Keyword(s):  
World War Ii ◽  
Philosophy Of Language ◽  
Analytic Philosophy ◽  
World War ◽  
History Of ◽  
Conditions Of Possibility ◽  
The 1950S ◽  
Junior Colleague ◽  
The University ◽  
Italian Philosophy

Karl-Otto Apel (b. 1922–d. 2017) was one of the most original, influential, and renowned German philosophers of the post–World War II generation. He is credited with what is known as the linguistification of Kantian transcendental philosophy, in general, and the linguistic transformation of philosophy in Germany, in particular. His name is closely associated with that of Jürgen Habermas, his junior colleague, whom he met as a graduate student in Bonn in the 1950s, and with whom he maintained a lengthy philosophical collaboration. He received his doctorate in 1950 with a dissertation titled Dasein und Erkennen: Eine erkenntnistheoretische Interpretation der Philosophie Martin Heideggers (translated as: “Dasein and knowledge: An epistemological interpretation of Martin Heidegger’s philosophy”). However, as early as the 1950s, Apel had become increasingly critical of the relativistic and historicist consequences of his phenomenological and hermeneutical work. In 1962, he presented his Habilitation at the University of Mainz, which was published in 1963 as Die Idee der Sprache in der Tradition des Humanismus von Dante bis Vico (translated as: “The idea of language in the traditions of humanism from Dante to Vico”). This book is a pioneering reconstruction of the Italian philosophy of language and how it laid the foundations for the different currents of the philosophy of language that would branch out in the modern philosophies of language. In 1965, Apel published “Die Entfaltung der ‘sprachanalytischen’ Philosophie und das Problem der ‘Geisteswissenchaften,’” which was translated into English as Analytic Philosophy of Language and the “Geisteswissenschaften” in 1967. This was the first work of Apel to be translated into English, but it is also emblematic of Apel’s pioneering engagement with “analytic” philosophy. In 1973, at the urging of Habermas, Apel published Transformation der Philosophie (Transformation of philosophy) in two volumes. A selection, mostly from the second volume, appeared in 1983 under the title Towards a Transformation of Philosophy. In this work Apel introduced the idea that would become the hallmark of his thinking: The Apriori of the Community of Communication, by which he meant that the conditions of possibility of all knowledge and interaction are already given in every natural language that belongs to a community of speakers, who are per force already entangled in normative relations, that can never be circumvented or negated lest one commit a performative self-contradiction. In 1975, Apel published Der Denkweg von Charles S. Peirce: Eine Einführung in den amerikanischen Pragmatismus (The intellectual path of Charles S. Peirce: An introduction to American pragmatism), which is made up of the lengthy introduction he had written for his two-volume German selection and translation of Peirce’s writings. His next most important book was Diskurs und Verantwortung: Das Problem des Übergangs zur postkonventionellen Moral (translated as: “Discourse and responsibility: The problem of the transition to a postconventional morality”), from 1988, a collection of essays in which Apel develops his own version of discourse ethics. Apel’s last three books are collections of essays: Auseinandersetzungen in Erprobung des transzendentalpragmatischen Ansatzes (1998) [Confrontations: Testing the transcendental-pragmatic proposal) (It should be noted that Auseinandersetzungen, one of Apel’s favorite words, could also be translated as “coming to terms” with a particular thinker. This is an important volume as in three extensive essays Apel discusses his differences with and departures from Habermas’s version of universal pragamatics.); Paradigmen der Ersten Philosophie: Zur reflexiven–transzendentalpragmatischen Rekonstruktion der Philosophiegeschichte (2011) (translated as: “Paradigms of first philosophy: Toward a reflexive-transcendental-pragmatic reconstruction of the history of philosophy”), and Transzendentale Reflexion und Geschichte (2017) (translated as: Transcendental reflection and history”).

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