Educational Opportunity in the Army of Occupation

1920 ◽  
Vol 13 (2) ◽  
pp. 45-52
Author(s):  
Eugene R. Smith ◽  
Harry D. Gaylord ◽  
Geo. Gailey Chambers ◽  
William E. Breckenridge ◽  
J. T. Rorer

The educational work of the A. E. F. was firmly established by General Orders 9 and 30, issued by the Commander in Chief. Among other things in these orders, General Pershing authorized three types of educational assignment for the men: first, at universities or colleges; second, at divisional schools; third, at post schools. Only the work for illiterates at post schools was to be compulsory, but the elective opportunities attracted far more applicatioils than could be granted. Thousands of men took advantage of the remarkable privilege to study at the French and English universities and professional schools, while on the army payroll, and free of any personal expense. These in the main were men who had been in American colleges and universities, or who were fully prepared for university work when they left home. Shortly after they began their work at Cambridge, Oxford, Edinburgh, Paris, Grenoble, or any of the other established seats of learning, another call was issued announcing the opening of the American University at Beaune. Cote d'Or. Here was an educational miracle; a Harvard and Chicago combined, thirteen colleges completely organized almost over night and surprisingly well equipped, with a wonderful faculty of about one thousand, and a student body of more than eight thousand. During the three months that it was in session, it gave an intellectual impetus to thousands of young men and undoubtedly was a large factor subsequently in bringing many of these students back to home colleges and universities.

2007 ◽  
Vol 16 (2) ◽  
Author(s):  
Normand Frenette

Weigel was speaking to a group of young graduate students at a time when the North American University had not yet inaugurated its headlong flight into professional programs of every description and at every level of instruction. If memory serves this reviewer correctly, his argument was that the university was properly the place of intellectual endeavour that was prepared to re-examine the first principles of the various disciplines. Professional schools, on the other hand, existed to provide agreed-upon intellectual resources in order to function in practical settings


Public Voices ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 73
Author(s):  
John R Phillips

The author, a recent graduate of the Doctor in Public Administration program, shares his thoughts about what it means to study public administration in the twenty-first century. He hopes his insights, born out of more than a forty year-long career in the field—decades of work in colleges and universities as a faculty member, dean, provost, vicepresident, and acting president, as well as his extensive experience in teaching public administration at the graduate and undergraduate levels—will help doctoral students in their academic pursuits. More specifically, he hopes that his remarks will make Ph.D. students think more deeply about the promise of their endeavors and, on the other hand, give them advance warning about perils of the process and ways to avoid them.


1991 ◽  
Vol 18 (3) ◽  
pp. 501-516 ◽  
Author(s):  
D. H. Whalen ◽  
Andrea G. Levitt ◽  
Qi Wang

ABSTRACTThe two- and three-syllable reduplicative babbling of five French-learning and five English-learning infants (0;5 to 1; 1) was examined in two ways for intonational differences. The first measure was a categorization into one of five categories (RISING, FALLING, RISE-FALL, FALL-RISE, LEVEL) by expert listeners. The second was the fundamental frequency (F0) from the early, middle and late portion of each syllable. Both measures showed significant differences between the two language groups. 65% of the utterances from both groups were classified as either rising of falling. For the French children, these were divided equally into the rising and the falling categories, while 75% of those utterances for the English children were judged to have falling intonation. Proportions of the other three categories were not significantly different by language environment. In both languages, though, three-syllable utterances were more likely to have a complex contour than two-syllable ones. Analysis of the F0patterns confirmed the perceptual assessment. Several aspects of the target languages help explain these intonational differences in prelinguistic babbling.


2016 ◽  
Vol 14 (4) ◽  
pp. 377-388 ◽  
Author(s):  
Maelle Amand ◽  
Zakaria Touhami

Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimačkova & Podlipsky, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [dat˺ kat˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kroger et al. 2010), and suggests ways to assess students and visually keep track of their progress.


2017 ◽  
Vol 25 ◽  
pp. 110 ◽  
Author(s):  
Shawn Dorius ◽  
David Tandberg ◽  
Bridgette Cram

This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter-university variation in ROI, suggesting that the factors we have identified are among the most important correlates of institutional ROI. We discuss the policy implications of these findings for institutions of higher education in the context of institutional rankings and a rapidly evolving education landscape, giving special attention to student body characteristics colleges and universities.


Author(s):  
Herman Marchenko

The article deals with two different approaches to training actors. One of them is Stanislavski’s system, and the other is Meyerhold’s biomechanics. Konstantin Stanislavski and Vladimir Nemirovich-Danchenko are reformers of the Russian theater. As the Art Theater founders, they understood that the emergence of a new drama would require a completely different approach to working with actors and a different design of the stage space. With regard to new performances, it became possible to pose critical social questions related to everyday life before the viewer. Therefore, it was logical that the director's profession became very important. Working on his system, Stanislavski paid great attention to the need for an actor’s comprehensive development. Many wonderful actors who attended his acting school were among the students of this great theater director. Vsevolod Meyerhold was one of them. However, the latter chose his direction and began to engage in staging performances actively and search for new means of expression, having come to an absolute convention on the stage. Meyerhold created his method of working with an actor, known as biomechanics, in the theatrical environment. The principle of this approach is the opposite of Stanislavski's system. With all the difference in views on the theater, in the early stages of Meyerhold's independent practice, Konstantin Stanislavski offered him the opportunity to cooperate, which led Vsevolod Meyerhold to the Studio on Povarskaya Street in Moscow. Evgeny Vakhtangov was another student of Stanislavski and Nemirovich-Danchenko. At the request of Stanislavski, Vakhtangov was engaged in educational work in the studio of Moscow Art Theatre. Unlike Meyerhold, he thoroughly mastered the system and then created his theatrical direction called fantastic realism. Vakhtangov's legacy was preserved thanks to the activities of his students, among whom was Boris Zakhava. He turned to Meyerhold for help and spent several seasons with the master, gaining invaluable experience, including revealing the features of biomechanics in practice. Boris Zakhava remained faithful to Vakhtangov’s principles and continued his teacher’s work at the Shchukin Theater Institute.


Author(s):  
Roberto Luquín Guerra

Apart from his political and educational work, and from his controversial autobiography, José Vasconcelos is known for his Ibero-Americanist thought. The Cosmic Race, Indology and Bolivarism and Monroeism gather all the ideas that are attributed to his theoretical point of view. His philosophy is what we know less of and what is most criticized. Nonetheless, is there a connection between his philosophical thought and his Ibero-Americanist ideas? Abelardo Villegas says that Vasconcelos’s philosophy is the product of a racial and cultural message. Therefore, according to Villegas, his philosophy is subordinated to his Ibero-Americanist ideas. Patrick Romanell, on the other hand, states that the Ibero-Americanist ideas make up the popular and illusory side and, hence, must be separated from the philosophical thought. The aim of this paper is to elucidate this problem. In order to clarify it, we will follow Villegas viewpoint to the bitter end. His reasoning invites us to look closely at the history of Ibero-American thought as well as at Vasconcelos’s first works. Precisely by analyzing these two aspects and the point where they meet, we might be able to find an answer.


2019 ◽  
Vol 3 (3) ◽  
pp. 26
Author(s):  
Yuhong Chen ◽  
Xiaozhuo Huo ◽  
Nannan Chen

<p>The education system of colleges and universities is in the process of reform, and the internationalization of education has become a major trend of development. The number of foreign students is increasing, so the management of foreign students must be reformed. According to the current situation, in the management of foreign students, on the one hand, we should carry out a new management mode for foreign students in accordance with the requirements of the times; on the other hand, we should pay attention to improving the comprehensive quality of foreign students and those who stay in China.</p>


2020 ◽  
Vol 5 (1) ◽  
pp. p10
Author(s):  
Ayman R. Nazzal ◽  
Mohammad F. Khmous

This study investigates the inaccuracies manifested in the translation of dental terms from English into Arabic by Palestinian dentists. It underscores the fact that the translation of dental terms is part and parcel of technical translation; and accounts for the major causes and provides an adequate solution for such inaccuracies.The findings of the study point out the shortcomings of using different dental translation strategies simultaneously for the same term and point out that the experience and the institutional background of the dentists have a profound impact on the accuracy of translating dental terms. The findings have also underlined the difference between technical and conventional translation rules. While the study points out that dentists have used Arabicisation, transliteration, and descriptive translation strategies for the accomplishment of adequate equivalences in the translation of dental terms, it has shown also that Arabicisation is highly neglected and rarely used by dentists in comparison with the other two translation strategies. Transliteration is the most common especially among specialists and descriptive is mainly used by dentists with non-specialists.The methodology used in this study relied heavily on the data taken from a pilot study, carried out through the distribution of a questionnaire to a hundred dentists at the American University in the city of Jenin and in the city of Nablus on the West Bank, followed with a number of personal interviews with a number of dentists.


2021 ◽  
Vol 7 (6) ◽  
pp. 6207-6212
Author(s):  
Zou Mi ◽  
Liu Peng ◽  
Fang Lu

Integrating the art appreciation course into the talent cultivation plan of tobacco profession has become the major way for colleges and universities to implement aesthetic education. This is also one of the reform measures of public curriculum in colleges and universities in the new era. By clarifying the concept connotation and policy requirements of the art appreciation course, and combining the talent training characteristics of tobacco profession, the construction of tobacco profession can be promoted. By doing this, on the one hand, it is conducive to consolidating the talent training plan of tobacco profession. On the other hand, it can cultivate the artistic ability of students majoring in tobacco, expand their artistic knowledge, and effectively build up their aesthetic quality and artistic level. As the consequence, the talent training quality of tobacco profession can be improved.


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