scholarly journals Helena Antipoff: Science as a Passport for a Woman’s Career between Europe and Latin America

2019 ◽  
pp. 15
Author(s):  
Regina Regina Helena de Freitas Campos ◽  
Erika Lourenço
Keyword(s):  
Educational Institutions ◽  
Social Risk ◽  
Psychological Care ◽  
Scientific Training ◽  
Family Work ◽  
Scientific Approach ◽  
Education And Care ◽  
History Of ◽  
The Right ◽  
Education In Brazil

Helena Antipoff was one of the pioneers in the constitution of the fields of knowledge of educational psychology and special education in Brazil. Born in Russia, Antipoff received her education in Paris and Geneva. Researches in the history of education and of psychology have revealed the innovative character of Antipoff’s work as a researcher, as a professor and as a founder of different educational institutions in Brazil, with a focus on educational and psychological care for children with disabilities or at social risk. Her career is characterized by a sound scientific approach combined with a deep commitment to the right of children and youth to education and care. These directions can be associated with her scientific training in the sciences of education in a time of social turbulence and school reform, when many women became professionals in the field of education, trying to combine family, work and militant activity.

scholarly journals Métodos, debates e projetos: as atuações do Instituto Histórico e Geográfico Brasileiro na educação (1900-1930) / Methods, debates and projects: the activities of the Brazilian Historical and Geographical Institute in education (1900-1930)

2018 ◽  
Vol 2 (5) ◽  
pp. 27
Author(s):  
Thaís De Melo
Keyword(s):  
Twentieth Century ◽  
History Of Education ◽  
Educational Institutions ◽  
Construction Of Knowledge ◽  
Political Conflicts ◽  
Early Twentieth Century ◽  
History Of ◽  
Educational Field ◽  
Education In Brazil

Este artigo apresenta alguns resultados da trajetória de pesquisa sobre a presença do Instituto Histórico e Geográfico Brasileiro (IHGB) na Educação . Dentre os aspectos abordados estão as contribuições do instituto para a construção de conhecimentos sobre a História da Educação no Brasil; as relações dos sócios do instituto com instituições de ensino e órgãos administrativos da educação; e os projetos de criação de cursos da Academia de Altos Estudos.  Nesse sentido, propomos considerar o IHGB como um lugar de poder atuante nos conflitos políticos relativos ao campo educacional e como instância produtora de políticas e projetos educacionais no início do século XX. Como fontes para essas questões foram utilizadas publicações e atas da Revista do IHGB, bem como documentos de arquivos de instituições relacionadas e periódicos existentes durante o recorte.* * *This article presents some results of the research trajectory on the teaching of the Brazilian Historical and Geographical Institute (IHGB) in education. Among the addressed projects are the Institute's contributions to the construction of knowledge about the history of education in Brazil; the relations of the members of the Institute with educational institutions and administrative organs of education and the projects of creation of courses and the Academy of High Studies. In this sense, we propose to consider the IHGB as a place of power that is active in political conflicts related to the educational field, and as a producer of policies and educational projects in the early twentieth century. As sources for these issues, publications and minutes of the IHGB Review were used as well as archives of related and periodical institutions existing during the period. 

Innovation of the finnish education system and integration into ukrainian educational institutions

2020 ◽  
pp. 78-86
Author(s):  
Sirenko Sergiy
Keyword(s):  
Education System ◽  
Educational Institutions ◽  
Modern World ◽  
Developed Country ◽  
School Year ◽  
The World ◽  
The Usa ◽  
History Of ◽  
Specialized Institutions ◽  
The Right

The purpose of the article is to explore and study the history of Finland’sschool education methodology in order to improve and integrate it into theUkrainian education system. Is it possible to integrate the methodology in Ukraineand why. Why Finland is taken requires further investigation. the methodologyof the study is to analyze the methodology of schools and how the school year isplanned in Finnish schools. Grading system for primary and secondary students.Historical information on the formation of specialized institutions in Finland. Thefirst experiments of implementation of this methodology in the education ofUkraine. the scientific novelty is to identify, based on analyzed materials from amore developed country, the basic techniques of Finnish educational institutionsin the course of education for possible implementation in Ukraine. conclusions Inthe author’s opinion, the main aspects of Finland’s education were revealed. Studieshave shown that Finnish education is one of the most successful in the world.Finland’s education system ranks first in terms of knowledge, number of childrenwho enjoy reading, second place in the natural sciences, and fifth place inmathematics. “According to PISA, Finland is considered to be one of the mostsuccessful countries in the system. Here, children are not just gobbling upinformation, they can use it to solve life’s challenges, and this is extremelyimportant. Our business is not to adopt the Finnish system – it is simply impossible,but to multiply our positive experience with their methods and practices to makeour children competitive in today’s world. Unfortunately, today’s school educationin Ukraine does not give maximum results for our children, ”Anna Novosad said.She also emphasized that Ukrainian children are facing new goals and newchallenges related to globalization and other complexities of the modern world.“We must move away from the tradition of suffering of the Ukrainian people,which we transmit to our children through Ukrainian literature,” – EducationMinister Anna Novosad [1]. She is right, because without the necessary reformsin Ukrainian education there is no future. Reform will be effective when we trustthe teachers and the teachers trust the children. “Big starts with small”, you needto set the right goal. For example, in the USA – to become the number one countryin the world in all directions, in Poland – to be in line with European standards.We need something in the middle where Ukraine can take a worthy place in theworld.

ON THE HISTORY OF THE FORMATION OF HIGHER EDUCATION FOR WOMEN IN RUSSIA

2021 ◽  
pp. 199-208
Author(s):  
Marina B. Bulanova ◽  
Keyword(s):  
Higher Education ◽  
Legal Rights ◽  
Educational Institutions ◽  
Medical Institute ◽  
The Arts ◽  
Moscow City ◽  
History Of ◽  
State Educational ◽  
The Right ◽  
The University

The article analyzes the complex and contradictory process of the formation of higher education for women in Russia on the example of the opening and operation of two non-state higher educational institutions: Women’s Medical Institute (1897) and Moscow City People’s University named after A.L. Shanyavsky (1908). The author reveals the history of the struggle for the organization of the “Higher Women’s Medical Courses”, which graduated the first female doctors in 1877. On the example of the fate of A.N. Shabanova, P.N. Tarnovskaya, N.P. Dragnevich shows a complex way of those who at the end of the courses did not have the legal rights and had many years to prove their own professional male counterparts. After the closure of the courses in 1881, it took sixteen years to defend the right of women to a higher medical education within the walls of the first Women’s Medical Institute in Russia. No less difficult was the history of the three-year struggle for the opening of the Moscow City People’s University, in the charter of which all restrictions on gender, nationality and religion were remove. According to the conditions of A.L. Shanyavsky, women could not only be students, but also participate in the management of the university (L.A. Shanyavskaya, L.B. Khavkina) and be admitted to teaching (L.B. Khavkina, V.N. Shatskaya). Among those people who made an invaluable contribution to the organization and activities of these non-state educational institutions were named: patrons and benefactors A.L. Shanyavsky, L.A. Shanyavskaya, M.V. Sabashnikov; medical professors M.M. Sechenov, I.M. Sklifosovsky, S.P. Botkin, I.I. Mechnikov; Professor M.M. Kovalevsky, S.A. Muromtsev, N.V. Speransky, K.A. Timiryazev. It is concluded that the organization of higher education for women in Russia became possible thanks to the joint efforts of individual representatives of the authorities, the leading circles of the intelligentsia, entrepreneurs,and patrons of the arts, as well as all caring people who have spared no effort and their own funds for this noble cause.

scholarly journals Operational Structure of the Hungarian Royal Agricultural Schools - the Example of Somogyszentimre

2022 ◽  
pp. 77-83
Author(s):  
Réka Horeczki
Keyword(s):  
Economic History ◽  
Small Town ◽  
Educational Institution ◽  
Small Towns ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Industrial Plants ◽  
History Of ◽  
Agricultural Schools ◽  
The Right

The purpose of the study. Exploration of a major milestone in the development of small towns. Presenting the role of education through the example of the agricultural vocational school in Somogyszentimre, a settlement attached to Kadarkút. Applied methods. The analysis of literature ranges from a review of education policy to factors driving the development of small towns. The study heavily relies on archival research instrumental in shedding light on the everyday life of the educational institution, and the identification of factors demonstrating a unique and innovative approach. The biographies of individuals affiliated to the institution have provided an equally valuable contribution. Outcomes. The dominance of agriculture has permeated the socio-economic history of small towns in Somogy county in all spheres of existence. Small town economies and societies were greatly enriched by their commercial and industrial functions (industrial plants), the right to hold fairs, and educational institutions connected to agriculture. The educational institution by virtue of its students, teaching staff, owners and patrons was a major trigger of development in small towns. Agricultural vocational schools besides providing theoretical training also familiarised students with novel and innovative practical approaches. This type of approach was embraced by small town farmers, generating an innovative, development-oriented vision that still characterises the majority of small towns in Somogy county today.

scholarly journals To the history of the creation of anatomical theaters in the Medical and Surgical (Military Medical Academy)

2020 ◽  
Vol 22 (2) ◽  
pp. 256-261
Author(s):  
I. V. Gaivoronskiy ◽  
M. V. Tvardovskaya
Keyword(s):  
Educational Institutions ◽  
Anatomy And Physiology ◽  
Military Medical Academy ◽  
Training Aids ◽  
Medical Academy ◽  
History Of ◽  
The Creation ◽  
Anatomical Theater ◽  
The Right ◽  
Story Building

Was established that the prototype of anatomical theaters in Russia was the anatomical theater of Leiden University (Holland), built in 1575. This theater is shown in color engraving of Cornelius Woodan, created in 1610. In St. Petersburg, at the Department of Anatomy and Physiology of the Imperial Medical and Surgical Academy, this engraving was received in 1805 as part of the collection of the anatomist V. Kruikshenk, acquired for the academy with the direct assistance of Emperor Alexander I. In Russia, the first anatomical theater appeared only in 1708. It was created at the Moscow Medical and Surgical Academy. Historians connect his appearance with a visit in 1697 by Emperor Peter the I of Leiden University. In St. Petersburg, the history of anatomical theaters dates back to the PetrovskayaKunstkamera, built in 1722. It demonstrated rarities - freaks, and also heard scientific reports. Russian anatomical theaters as an arena for the production of public spectacular autopsy did not receive their development but became an integral part of the anatomy department at higher educational institutions. Such an anatomical training theater was built at the foundation of the Imperial Medical and Surgical Academy on the right bank of the Neva in a stone two- story building. The first head of the Department of Anatomy and hysiology, P.A. Zagorsky took part in its design and equipment. Zagorsky. There was a table in the center of the amphitheater, the dimensions of which made it possible to demonstrate a whole corpse at a lecture, to conduct physiological experiments. In this amphitheater, lectures were given by Professor P.A. Zagorsky, I.V. Buyalsky, P.A. Naranovich. It lasted until 1871. The creation of a new anatomical theater in Imperial Medical and Surgical Academy is associated with the name of Professor V.L. Gruber, who after N.I. Pirogov headed the Anatomical Institute. In 1857, V.L. Gruber visited 13 anatomical institutes in Germany and in his trip report substantiated the idea of building a new anatomical building - a specialized Anatomical Institute. V.L. Gruber report was approved by the Academy Conference, headed by its head - P.A. Dubovitsky. In 1864, the building was laid, the construction of which was completed only in 1871. The construction was carried out under the guidance of an engineer - captain of the academician of architecture K.Ya. Sokolova. In this three-story building, the current Anatomical building, two classrooms were built in each wing - № 1 and № 2. They look like an amphitheater and are a prototype of the best European anatomical theaters. Currently, overhaul has been carried out in this building; the design of the anatomical theater has been preserved in classrooms 1 and 2. These auditoriums, which are a historical monument of the Imperial Medical and Surgical Academy, are equipped with modern technical training aids. It is in these classrooms that cadets and students of the S.M. Kirov Military Medical Academy are currently starting their journey into medicine.

scholarly journals History of the Ukrainian language at the beginning of the XX century: the educational dimension

2021 ◽  
pp. 50-67
Author(s):  
Tetiana Vydaichuk
Keyword(s):  
National Policy ◽  
Russian Empire ◽  
University Education ◽  
Educational Institutions ◽  
Archival Documents ◽  
Language Courses ◽  
History Of ◽  
The Russian Empire ◽  
The Right ◽  
Fresh Impetus

Background. The article aims at establishing the ideological, political, national, educational, and scientific processes which contributed to establishing the Ukrainian language in all spheres of usage and fostered its functional-stylistic development. The paper centers around the language socioleme, that is the history of Ukrainian speakers, readers, and writers, language researchers and those who fought for the right of Ukrainian to be the language of education and the subject of scientific study.Purpose. The article aims at highlighting the struggle for the rights of the Ukrainian language in 1905–1917, as well as some aspects of the Russian Empire language policy as regards university education in Dnieper Ukraine. The research material comprises the ideas of the then scholars and public figures, which appeared in the media at the time (predominantly in the Rada newspaper), archival documents, and gendarme papers.Methods. The article relies primarily on the descriptive method, coupled with elements of the contrastive method and the biographical analysis.Results. The struggle for the Ukrainian language rights in the realm of education began with the demand to establish native language courses at private educational institutions and an extensive Kharkiv and Odesa student campaign for the right to take courses in Ukrainian Studies. Fresh impetus was provided by Kyiv St. Volodymyr University students’ address to the academic council, appealing for the establishment of Departments of Ukrainian Studies. The Imperial University administration did not support the student initiative, which triggered a widespread debate in public and academic circles in Ukraine at the time.Discussion. Generally, up to 1917–1920 (the age of the Ukrainian Revolution) universities and other educational institutions featured no systematic annual academic courses in the Ukrainian language, its dialectal variation, or its history. At the time, Ukrainian did not function as the language of education and science in Dnieper Ukraine, nor was it an object of rigorous academic study. The Russian Empire language and national policy remained anti-Ukrainian, in disregard of the liberties declared in 1905.

Z-line degradation and phagocytosis of sarcomeric fragments in myonecrosis

1983 ◽  
Vol 41 ◽  
pp. 790-791
Author(s):  
Melinda L. Estes ◽  
Samuel M. Chou
Keyword(s):  
Vastus Lateralis ◽  
Inflammatory Myopathy ◽  
Muscle Disease ◽  
White Female ◽  
Inflammatory Cell Infiltrate ◽  
Limb Weakness ◽  
Muscle Diseases ◽  
History Of ◽  
The Right ◽  
Mononuclear Inflammatory Cell

Many muscle diseases show common pathological features although their etiology is different. In primary muscle diseases a characteristic finding is myofiber necrosis. The mechanism of myonecrosis is unknown. Polymyositis is a primary muscle disease characterized by acute and subacute degeneration as well as regeneration of muscle fibers coupled with an inflammatory infiltrate. We present a case of polymyositis with unusual ultrastructural features indicative of the basic pathogenetic process involved in myonecrosis.The patient is a 63-year-old white female with a one history of proximal limb weakness, weight loss and fatigue. Examination revealed mild proximal weakness and diminished deep tendon reflexes. Her creatine kinase was 1800 mU/ml (normal < 140 mU/ml) and electromyography was consistent with an inflammatory myopathy which was verified by light microscopy on biopsy muscle. Ultrastructural study of necrotizing myofiber, from the right vastus lateralis, showed: (1) degradation of the Z-lines with preservation of the adjacent Abands including M-lines and H-bands, (Fig. 1), (2) fracture of the sarcomeres at the I-bands with disappearance of the Z-lines, (Fig. 2), (3) fragmented sarcomeres without I-bands, engulfed by invading phagocytes, (Fig. 3, a & b ), and (4) mononuclear inflammatory cell infiltrate in the endomysium.

Popliteal artery thrombosis secondary to a tibial osteochondroma

VASA ◽  
2011 ◽  
Vol 40 (3) ◽  
pp. 251-255 ◽  
Author(s):  
Gruber-Szydlo ◽  
Poreba ◽  
Belowska-Bien ◽  
Derkacz ◽  
Badowski ◽  
...  
Keyword(s):  
Case Report ◽  
Magnetic Resonance Angiography ◽  
Popliteal Artery ◽  
Doppler Ultrasonography ◽  
Histopathological Examination ◽  
Previous History ◽  
Plain Radiography ◽  
Artery Thrombosis ◽  
History Of ◽  
The Right

Popliteal artery thrombosis may present as a complication of an osteochondroma located in the vicinity of the knee joint. This is a case report of a 26-year-old man with symptoms of the right lower extremity ischaemia without a previous history of vascular disease or trauma. Plain radiography, magnetic resonance angiography and Doppler ultrasonography documented the presence of an osteochondrous structure of the proximal tibial metaphysis, which displaced and compressed the popliteal artery, causing its occlusion due to intraluminal thrombosis..The patient was operated and histopathological examination confirmed the diagnosis of osteochondroma.

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