The English Inns of Court in London had ceased to perform their educational functions in the middle of the seventeenth century. For the next hundred years or so, there was no formal or organized instruction of the English common law. Lawyers, both barristers and solicitors in England and in America, learned their profession as best they could in unstructured situations. They learned by serving as apprentices or clerks to practicing lawyers, by the independent reading of law books, and by observation in the courtroom itself.
This study was concerned with the founding and development of the Adult Education Association of Virginia (AEAV). The principal objectives of the study were to describe the organizational structure of AEAV; examine AEAVs financial status at selected intervals; appraise the leadership and membership of AEAV; relate AEAV programs and activities to social, economic, and political trends; and explain the relationship of AEAV to other adult education organizations. Sources of information were documents located in the official files of AEAV and the Adult Education Association of the United States of America (AEA/USA), to include minutes, correspondence, financial reports, membership lists, promotional brochures, and newsletters. Information was also collected from newspapers and personal interviews with individuals. Persons interviewed were questioned about events or activities in which they had participated or about which they had specialized knowledge, an approach that did not lend itself to the use of a standard data collection instrument. Following a series of postwar meetings sponsored by the University of Virginia, adult educators gathered in October, 1951, in Richmond, Virginia, and organized AF.AV. From the beginning, AEAVs principal instrument of program activities was its annual conferences. Regional conferences were used to publicize AEAV programs and to promote adult education. Contact with the membership between conferences was maintained by periodic issues of a newsletter. Operating funds were derived from membership fees, annual conferences, rebates from AEA/USA, and subsidies from state institutions. Membership was never large but, except for women and minorities, it was representative of Virginia adult education activities. Recently, membership composition has changed and it now consists mostly of adult educators representing colleges and universities. AEAV members have chosen to ignore social, economic, and political forces and to concentrate their efforts on the technical aspects of adult education. In spite of a parochial approach to national issues, AEAV has good relations with other adult education organizations. As AEAV entered its fourth decade, members were considering a reorganization to broaden the membership base and to align the organizational structure more closely to that of the national association. Recommendations for further study concerned investigations of other adult education organizations. ; Ed. D.
The recent appearance of two books, both dealing with the relationships between education and economic and social structure in parts of nineteenth-century North America and both claiming to be examples of quantitative social science history (an appellation to which more attention will be given below) gives us an opportunity not only to assess their merits relative to each other, but also to pose, by implication, some general questions about the future of research conducted within this mold. We are now emerging from a period in which empirical and analytical techniques developed by social scientists for the analysis of contemporary data have percolated through and to other subdiscipline and disciplines. Affecting economic history first, winds of change subsequently invaded more methodologically traditionalist departments, where they have given rise to a flurry of unimaginative but genuine neologisms: the New Urban History, the New Family History, the New Social History, even the New Political History. At the same time, techniques and concerns associated with the practice of demography, a discipline which although quantitative from its inception and by its very nature has not (at least in the United States) been firmly rooted in any one academic or departmental structure, have exercised an independent influence on historically oriented researchers in various departments.
After a decade during which Americans have suffered through the Vietnam war, assassinations of national leaders, racial conflict, the burning of cities, the 1968 Democratic Convention, Kent State, Attica, the drug scene, Watergate, and other outrageous events, it is difficult to remember that there was a time not so long ago when they thought the biggest problem they had to worry about was a Russian satellite orbiting in space. The launching of Sputnik on October 5, 1957, seems very remote and unimportant now. In fact, Most Americans today might wish that a space race with the Russians was the most serious problem they faced. At the time, however, Sputnik truly frightened them and subsequently helped bring about changes in American education which are just beginning to be assessed and placed in perspective. A reexamination of the impact of Sputnik on American education is not only interesting in its own right but also provides additional support for the revisionists' claim that educational reform is never undertaken primarily in the interests of youth but rather in the interests of preserving the existing social order, and that the young are viewed by their elders not primarily as ends in themselves but as so many pawns to be played in the game of maintaining that order.
After the Opium War, ending in 1842, western trade, religion, and education began entering China. Seventh-day Adventists entered China in 1888 but made few converts until they established schools. China Training Institute was founded in 1910 by Dr. Harry W. Miller, who introduced a work-study program according to the Adventist philosophy of education advocated by Ellen White, a founder of the Church. When D. E. Rebok became president of the school in 1922, he further promoted this work-study program, moving the institution to a rural area at Chiao Tou Tseng in 1925. The Sino-Japanese Conflict in 1937-45 and the Civil War which followed forced the Institute to move several times. In 1951 it was taken over by the Communist government for an industrial training school. With the fall of China to Communism Seventh-day Adventist in 1950 voted to establish atraining school in Taiwan. Opened in 1952, this institution also established a vocational program. In 1954 the school was upgraded to a junior college and in 1964 to a senior college. In 1972 the college moved to a rural location in Yu Chi county. Ninety-five percent of denominational workers in Taiwan are graduates of the college. South China Union College developed from two mission schools in Canton which merged in 1922 to become the Sam Yuk Middle School, the name indicating work study program. The institution trained denominational workers for South China and provided students for ChinaTraining Institute. The Sino-Japanese War forced it to move to Hong Kong in 1937 where it established a permanent campus in 1939. The school became a junior college in 1953 and a senior college in 1969. Its work-study program declined after the 1950s because of social-economic change, management problems, and high technology demand. Through these institutions Seventh-day Adventist, have implemented their philosophy of intellectual, vocational, and spiritual training within Chinese culture. But political changes in China affected these institutions causing them to move frequently, change their names, and combine campuses. There is now interest in orientalizing the western system of education.
In roughly a dozen years, Brazil has created a sophisticated multi-billion dollar system of public debt in the midst of an unpredictable inflationary financial climate. During this time the government bonds were initially all indexed against inflation; the obligations were automatically periodically adjusted in accordance with price index changes. However, as shall be seen, the indexation of the bonds was not necessarily the cause of the expansion of the market for public debt. The legal-economic mechanism of Brazilian indexation is not widely understood in the United States. The method used to calculate the index that provides the basis for readjusting the indexed Brazilian government obligations has been frequently and unpredictably changed, primarily to improve and refine the index. At other times strong macroeconomic justifications support the changes. Thus, because the indexed adjustments are not made solely on the basis of predetermined and objective indicia of inflation, a jurisprudential structure has arisen similar to that in other systems in which the government undertakes macroeconomic adjustments that often unpredictably affect private obligations. Because the Brazilian government itself chooses the method by which the value of its existing debt is calculated, informed autonomous buyers of indexed government bonds have been relying upon the government not to alter the method of calculation unless there is a technical, economic justification for doing so, and have been discounting the risk of such unforeseen changes. Much of the indexed government bond market is, however, not autonomous; the indexed government bond in effect serves as a flexible accounting device for ordering the obligations of large, state-controlled enterprises and private enterprises that are required or induced by regulation to acquire the government's indexed bonds. This article will examine the development of indexed financial instruments of the Brazilian government and related public and private indexed instruments, and will ...
The following excerpts from a speech delivered to the Faculty of Education at McGill University, 18th October 1977, will be of interest to readers teaching in the Province of Québec, as it was delivered by the gentleman in the Government of Québec who is in the best position to influence teacher education in the Province.
Among the many writings of Professor W.O. Lester Smith is a book called 'To Whom do Schools belong?' (Blackwell, 1945). This seminal work reviews the development of schools in England in relation to their foundation. It examines the individuals, groups and movements which influenced the growth of establishments, and offers some material to consider the fundamental question of who controls education. This major topic has been discussed often enough, and it is not proposed to re-examine it here. It is an educational truism that schools are a function of the society they serve. It is almost axiomatic that in a dictatorship the schools are planned by the dictator, and in a democracy they are organised on democratic lines. The young eskimo learnt in the school of experience and bitter cold: the Australian aboriginal in that of the tribe and tropical heat. ; N/A
The nature of the relationship between state government and higher education is problematic for both policy makers and students of higher education governance. The purpose of this study was to provide a better understanding of the position of Secretary of Education, one facet of the multi-faceted relationship between state government and higher education in the Commonwealth of Virginia. The problem of this research effort, therefore, was to describe the historical context of the cabinet-level position and the authority and major areas of responsibility of the Secretary of Education in Virginia. The research methodology used to execute the study was that of an exploratory field study. The investigation was conducted in five phases, with the data collected by means of: (1) reviewing legal and historical documents, and (2) conducting focused interviews. Within the context of the historical development of the Virginia cabinet system, including the position of Secretary of Education, and the intention of the incumbent Governor to test the recommendations of the Hopkins Commission, it was not surprising that the area of budget emerged as the major responsibility of the Secretary of Education in the Dalton Administration. The assignment of budget targets was designated as the primary area of responsibility for the Secretary of Education in order to accomplish the intent of promoting effectiveness and efficiency in state government, including higher education, and controlling its growth. The creation and subsequent development of the position of Secretary of Education, with its attendant oversight and budgetary responsibilities in relation to higher education, modified the "self-denying ordinance" relationship between state government and higher education in Virginia. The cabinet-level education position will remain inthe higher education governance structure without significant alteration of its statutory authority, including budget authority which is formally less than that granted to other functional area Secretaries. The probable future role of the position of Secretary of Education will include developing and implementing policy, especially in the area of budget, and providing executive oversight of the total education function in the Commonwealth of Virginia. ; Ed. D.
Abstract A study of the physical performance of seven different professional groups living in the Brazilian Amazon was performed. The level of the physical capacity was measured using the ergometric bicycle. The professional groups (10 persons each) were the following: military groups, rural workers, river workers from the fluvial harbor of the city of Belém, primitive Kayapó indians. The other groups were professional soccer players, sedentary working persons and urban workers — 5 people of each. The best physical capacity was obtained by the soccer players and military groups. In second place, having small differences were the remaining groups, except the sedentaries. These persons revealed very low physical performance. As a general generalization the amazonians, although living in an environment of very high temperatures and humidity, are in about the same physical condition as those living in the interior of State of São Paulo (city of Ribeirão Preto). The amazonian rural workers reached better physical condition when compared to those studied in the State of São Paulo. Our preliminary explanation for such a result is the ingestion of a more balanced diet by the amazonians who have mainly high protein intake. The primitive Kayapó indians, perhaps studied for the first time, showed a physical performance comparable with the average of the other workers.
Eines der international am meisten diskutierten reformpädagogischen Unterrichtskonzepte ist die Projektmethode. Doch die Projektpädagogik von heute - auch des Auslands - bewegt sich vielfach jenseits des historisch einmal erreichten Reflexionsstandes. Absicht dieses Beitrags ist, auf bisher vernachlässigte erziehungstheoretische und bildungspolitische Aspekte hinzuweisen. Im Überblick über die amerikanische und deutsche Projektgeschichte werden verschiedene Paradoxien auch ihrer Rezeption aufgezeigt. Außerdem wird untersucht, inwiefern die amerikanische Projektidee sich bei der Übernahme mit deutschen Traditionsbeständen vermischt hat. (DIPF/Orig.)
In the process of education, three major aspects stand out sharply: philosophy, psychology, and evaluation. It is through philosophy of education that we establish goals and objectives. In other words, where are we going? What do we want? What is really important? Without a philosophy we wander aimlessly in the vast desert known as "no man's land." Psychology speaks of methodology, the means whereby we might achieve our goals; it is the instrument by which we hope to achieve our objectives. Without a methodology we are like a ship without a rudder. We may know where we want to go, but are unable to get there because we lack the required mechanism. I mention evaluation as the third major aspect because it helps us to determine the extent to which we have achieved our goals. It seems to me that these three major aspects of education are important. Applying this scheme to the subject under discussion, I would like to point out that in our society, in every age, there has existed-at least in a general way-the goal of humaneness. This goal has not always been implicit nor even explicit but has nevertheless permeated the very essence of our national heritage. Relative to education, this goal has received only incidental treatment relative to a positive developmental approach. I am not at all certain that there exists, on the part of many educators, an awareness of such a goal in education. This can be recognized when we examine the various methods and materials utilized in our schools today. It is also recognized by the fact that there exists little understanding with regards to the terms "humaneness" and/or "humane education."
