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Rolls of cadets in the 1st, 2nd and 3rd divisions at the American Literary, Scientific and Military Academy in Norwich, Vermont. ; The document is undated and no locations are given. There are two variant rolls for the 1st and 2nd divisions.

Materialistic dialectical thinking is a type of thinking that develops at the highest level of thinking, plays an important role in the process of world perception and human practical activities. In this article, the author focuses on analyzing the importance of developing the dialectical thinking capacity of students at the Military Science Academy in Vietnam in developing the ability to acquire and store Marxism-Leninism scientific knowledge, whose core is the materialistic dialectics, applying worldview, materialistic dialectical methodology in learning, training and scientific research; the capacity to think logically, synthesize existing knowledge, create new knowledge, the capacity to summarize the practice in learning, training and scientific research. Article visualizations:

"Hermes in the academy" commemorates the tenth anniversary of the Center for History of Hermetic Philosophy and Related Currents (GHF) at the University of Amsterdam. The center devotes itself to the study of Western esotericism, which includes topics such as Hermetic philosophy, Christian kabbalah and occultism. This volume shows how, over the past ten years, the GHF has developed into the leading international center for research and teaching in this domain.

Weekly report of cadets at the American Literary, Scientific and Military Academy from approximately 1823; lists cadets who were absent or late at roll call January 18-25.

A review essay on a book by Louis Menand, The Marketplace of Ideas: Reform and Resistance in the American University (W. W. Norton & Co, 2010).

The first formally organized educational institution in Russia was established in 1685 by two Greek hieromonks, Ioannikios and Sophronios Leichoudes. Like many of their Greek contemporaries in the seventeenth century, the brothers acquired part of their schooling in colleges of post-Renaissance Italy under a precise copy of the Jesuit curriculum. When they created a school in Moscow, known as the Slavo-Greco-Latin Academy, they emulated the structural characteristics, pedagogical methods, and program of studies of Jesuit prototypes. In this original work, Nikolaos A. Chrissidis analyzes the academy's impact on Russian educational practice and situates it in the contexts of Russian-Greek cultural relations and increased contact between Russia and Western Europe in the seventeenth century. Chrissidis demonstrates that Greek academic and cultural influences on Russia in the second half of the seventeenth century were Western in character, though Orthodox in doctrinal terms. He also shows that Russian and Greek educational enterprises were part of the larger European pattern of Jesuit academic activities that impacted Roman Catholic and Eastern Orthodox educational establishments and curricular choices. An Academy at the Court of the Tsars is the first study of the Slavo-Greco-Latin Academy in English and the only one based on primary sources in Russian, Church Slavonic, Greek, and Latin. It will interest scholars and students of early modern Russian and Greek history, of early modern European intellectual history and the history of science, of Jesuit education, and of Eastern Orthodox history and culture.

After a spate of business ethics crises over the past two decades, management educators were put on notice: considerably more was needed to improve the ethical grounding of our graduating students. Taking stock of our progress, we contend that management education remains well short of achieving this charge and cannot be content with the state of its ethics development. In this essay, grounded on a 2-year research platform, we turn to a unique institute of higher education to comment on the pedagogical assumptions and practices they enact to enhance the ethical behavior of their students. Specifically, this essay will comment on some of the more novel and paradoxical principles and approaches employed by the U.S. Military Academy at West Point to support the positive ethical behaviors of its students. We offer meaningful prescriptions touching on core planks of behavioral ethics: moral awareness, moral decision making, and moral motivation. Given the questionable efficacy of some previous approaches at improving ethical behavior, turning our attention to this unique institution may offer some compelling insights that may be employed in management education.

List of textbooks used to teach Greek, Latin and Mathematics at the Academy. ; The item is undated and no locations are given.

The Oregon Peace Academy: The Campaign to Rename the Oregon Military Academy