Mahatma Gandhi’s Contribution to Education

On economic, political and military grounds, India was of first rate importance to the British and education was the instrument by which they sought to maintain and strengthen their domination by experimenting with a unique model of educating an elite through a foreign language. However, contrary to the popular belief, English education was not forced on the Indians. Rich Indian citizens had actively come forward in setting up the system as the only way to modernize their society. So much time was spent in mastering English language by the Indian School boys that the main purpose of education was missed. The premium on rate learning and examinations was so high, that the growth of inquisitiveness and an experimental bent of mind, so necessary for economic development, were not cultivated. But more important was an invisible and quite change in attitudes and values of viewing education as a social welfare activity for girls and an investment for boys. As an outcome, the system concentrated on a centralized and uniform higher education

EGYPT IN THE SATRAPIC DIVISION SYSTEM OF ACHAEMENID PERSIA

The Egyptian Satrapy had the first-rate importance for Achaemenid Persia. Many important and wrinkled issues on the administrative policy and historical geography of the VI Satrapy were examined in the article, the elucidation of which has an important meaning for studying the history of Achaemenid Persia. Analysis of informations received from Herodotus and other ancient sources shows that Egypt had great economic and military importance to Persian Court. Тhe VI Satrapy was divided into four subdistricts: Egypt, Libya, Cyrene and Barca.

Lessons from the Chelyabinsk event

Recent investigations on small asteroids, initiated by the Chelyabinsk event, are reviewed. New estimates of the terrestrial impact rate, importance of Sun-grazing conditions in the evolution of near-Earth objects, and problems associated with dangerous objects approaching the Earth from the Sun direction are discussed.

Identifying Transition Teacher Competencies Through Literature Review and Surveys of Experts and Practitioners

We first conducted a synthesis of literature to identify essential transition teacher competencies to guide curriculum development for a personnel preparation program. The synthesis yielded a list of 67 competencies needed by transition teachers. Using the 67 competencies, we next created an electronic survey in which respondents were asked to rate importance of transition teacher competencies. The survey was administered to two groups: national experts and transition practitioners. Expert respondents were 52 individuals. Practitioner respondents were 231 teachers, specialists, or coordinators from five states. Results indicated substantial similarities in ratings across all respondents irrespective of sample membership or service to transition-age individuals with mild/moderate or severe disabilities. Findings are discussed in regard to personnel preparation and targeted knowledge and skills.

I. Henry VII: A Restatement

IN a vigorously argued paper, Mr J. P. Cooper has attacked my interpretation of Henry VII's reign.1 If the point at issue were only Mr Cooper's view of my methods and scholarship—or, for that matter, my view of his—I should feel neither justified nor inclined to trouble anyone again with these problems. But Mr Cooper is almost as much concerned to prove Henry VII rapacious as he is sure that I am wrong; and the truth about Henry VII's government deserves all the elucidation it may need. If, therefore, I reluctantly recur to an argument in which I have already had an extended say, it is because I believe Mr Cooper to be in error on a matter of first-rate importance; I hope to show that he has arrived at a mistaken view from partial, and partially misinterpreted, evidence. In a field in which things are far from clear or straightforward this is neither surprising nor shocking; it is more disconcerting to find that one who so readily chastises others for their supposed failings should himself be strangely inclined to inaccuracy in discussing other people's views and even in transcribing documents.2 A self-appointed hound of heaven ought to be more precise in his quest.