The purpose of this study was to document the history of the development of the Manassas Park City School system. This study utilized historical research methods to preserve information that would otherwise be lost. This was a study of local school history. It looked at how and why the school division began and how it has changed over time. It provides an understanding of how the school division evolved into its present state. This study examined the political, social and economic history of Manassas Park City Schools and the forces which influenced and shaped the school division. The study concentrated on political leaders, the residents who lived and worked in the city, and the financial difficulties experienced by the school division. This study relied on historical research methods to document the history of the school division. Data for the study came from both primary and secondary source materials. Sources included letters, notebooks, memoranda, official papers and documents, reports, official minutes, newspaper articles, letters to the editor and editorials, and pamphlets. A major source for the study was interviews of the key individuals who had first hand information worth preserving. / Ed. D.

This present thesis is a study of the re-establishment of the Vancouver Japanese Language School (first established in 1906), and the Japanese Canadian community in Vancouver after World War II. Focusing on the reopening of the school in 1952, this study attempts to discuss how the school's reopening influenced the rebuilding of the Japanese-Canadian community in post-war Vancouver, where Japanese Canadians had had a large ethnic community before 1941. B y regarding the Japanese-language school as a means to comprehend trends in the lives of Japanese Canadians, this study seeks to understand how and to what extent the Japanese Canadians in Vancouver were able to reconstruct their ethnic identity: how much they acculturated into anglo-Canadian society after the devastation of their ethnic community; and how differently each successive generation has perceived the significance of ethnic cultural retention, such as the Japanese language. Until the Japanese attack on Pearl Harbour in 1941, the Vancouver Japanese Language School was the largest such school on the Pacific coast of North America, and served the Japanese Canadian community as a transmitter of their ethnic culture and traditions to the next generation. However, after the destruction of the ethnic community by the World War II evacuation of Japanese Canadians in 1942, the leadership of the Japanese Canadians shifted from culturally "Japanese-oriented" issei (first generation) to "more-Canadianized" nisei (second generation). Consequently, demand for fluency in the Japanese language and an understanding of the ethnic culture was replaced with the demand for English and the anglo-Canadian culture. Despite such a huge change in the community, the Vancouver Japanese Language School was reopened, though reduced in size, and continues to operate to the present. This study draws evidence from several works by a long-time principal and teacher of the school, Tsutae Sato, and his wife Hanako, a variety of primary sources from the Sato Collection at the University of British Columbia, and the Japanese ethnic press, as well as the author's interviews with six people who have historical connections to the school reopening and management. By using these sources, this study attempts to examine what the meaning of the school reopening was for the Japanese Canadians after the devastation of their pre-war communities; how the school's function and roles changed from the pre-war to the post-war period; how language education and the Japanese language influenced the formation of Japanese Canadians' particularly that of the nisei ethnic identity as heirs to a Japanese tradition in Canada.

No description available.

This present thesis is a study of the re-establishment of the Vancouver Japanese Language School (first established in 1906), and the Japanese Canadian community in Vancouver after World War II. Focusing on the reopening of the school in 1952, this study attempts to discuss how the school's reopening influenced the rebuilding of the Japanese-Canadian community in post-war Vancouver, where Japanese Canadians had had a large ethnic community before 1941. B y regarding the Japanese-language school as a means to comprehend trends in the lives of Japanese Canadians, this study seeks to understand how and to what extent the Japanese Canadians in Vancouver were able to reconstruct their ethnic identity: how much they acculturated into anglo-Canadian society after the devastation of their ethnic community; and how differently each successive generation has perceived the significance of ethnic cultural retention, such as the Japanese language. Until the Japanese attack on Pearl Harbour in 1941, the Vancouver Japanese Language School was the largest such school on the Pacific coast of North America, and served the Japanese Canadian community as a transmitter of their ethnic culture and traditions to the next generation. However, after the destruction of the ethnic community by the World War II evacuation of Japanese Canadians in 1942, the leadership of the Japanese Canadians shifted from culturally "Japanese-oriented" issei (first generation) to "more-Canadianized" nisei (second generation). Consequently, demand for fluency in the Japanese language and an understanding of the ethnic culture was replaced with the demand for English and the anglo-Canadian culture. Despite such a huge change in the community, the Vancouver Japanese Language School was reopened, though reduced in size, and continues to operate to the present. This study draws evidence from several works by a long-time principal and teacher of the school, Tsutae Sato, and his wife Hanako, a variety of primary sources from the Sato Collection at the University of British Columbia, and the Japanese ethnic press, as well as the author's interviews with six people who have historical connections to the school reopening and management. By using these sources, this study attempts to examine what the meaning of the school reopening was for the Japanese Canadians after the devastation of their pre-war communities; how the school's function and roles changed from the pre-war to the post-war period; how language education and the Japanese language influenced the formation of Japanese Canadians' particularly that of the nisei ethnic identity as heirs to a Japanese tradition in Canada. / Arts, Faculty of / History, Department of / Graduate

No description available.

When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack. / Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.

This is a study of Dr. William Cullen (1710-1790), the Scottish chemist, physician, and professor of medicine, who played a significant role in the Scottish Enlightenment. I argue that Cullen was both a more unorthodox figure in Scottish medicine than he is generally depicted, as well as a more ambitious one. Despite his controversial doctrines, he skillfully managed the hierarchy of his profession and reached the pinnacle of success as a learned physician in the Scottish Enlightenment. I explore Cullen’s life and thought from different angles. I explicate his pedagogical persona and philosophy of medicine, both of which shaped the experiences of his pupils. I show how his neurophysiology was rooted in his contentious interpretation of the nature of the nervous fluid. And I provide a detailed look at Cullen’s understanding of hygiene, or the art of health—a rarely-studied component of his practice of medicine.

Erratum pasted onto front end paper. / Bibliography: leaves 248-260. / xii, 260, 9 leaves : / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century. / Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000

Kan ambitionen att hålla en god gemenskap i arbetslaget vara en riskfaktor för gruppens kunskapsutveckling. Om det är så vilka faktorer kan tänkas sätta krokben för att ny kunskap ska kunna etablera sig mellan kollegor? Att arbeta med människor kräver förmågan att kunna lyssna in, ett sökande efter att förstå den andre. När ett arbetslag ska finna metoder för sitt samarbete uppstår det maktstrukturer som påverkar hur språk och tankar färgar av sig på olika kunskapsområden. Vilken Kunskap som anses vara den ”sanna”. Att komma med andra infallsvinklar att se dessa ”sanningar” som är de dominerade kan utmana gruppens sociala trygghet och gemenskap. Nya positioner ska tas och nya tankar och ord ska implementeras. Där i skärpunkterna slängs allt kunnande och vår trygghet i gruppen upp i luften. Ingenting känns säkert längre och det är lätt att retirera mot säker mark igen. Helt enkelt att avfärda den andres ord som nonsens. I förskolan har genusdiskursen varit ett sådant område. Som pedagog i förskolan har vi ett uppdrag som säger att vi ska arbeta med att bryta könsstereotypiska roller. Vår kunskap att arbeta med detta område har setts som en självklarhet från föräldrar, chefer och samhället i övrigt. Men misslyckandet att skapa en kultur där detta ämne är väl förankrat och diskuterat hos pedagogerna är ett faktum. Lika förgrenad och komplext som forskningen är inom jämställdhetsarbete är uppfattningarna om hur en bra jämställdhetspedagogik ska genomföras. Två tunga inriktningar är könsneutralitet och kompensatorisk pedagogik. Men hur har de förståtts och fungerat i verksamheterna? Finns det svar i ett historiskt perspektiv, hur förskollärarens roll har växt fram och vilka förväntningar som finns på yrkesrollen samt hur denne närmar sig ny kunskap? / Can the ambition of keeping a good working climate among colleagues be a threat to a deeper knowledge? If so which factors can play part in knowledge not being implemented between colleagues. To work with people demands the ability to hear what the other person is saying all in the good will of understanding. When a team will start to work with each other there are structures of power being made. Those structures will make mark on which knowledge that will be considered the ”true” knowledge. Factors like power, tradition of thinking and linguistics will play a part in the process of making this true knowledge. If the knowledge that is considered by the team to be true is challenged it can make the group feel threatened. Things such as fellowship is no longer a certain as all thing are up in the air and new positions of power are being made. There when things feel uncertain its easy to retreat to old ways where thing are much more secure. And new thoughts to the group is running the risk of being dismissed as nonsense. In the swedish education system (from the ages 1-5 years) the pedagogy aiming to counter gender bias is such an area. As teachers in our schooling system we are expected to work with methods that prevent the children of  being raised in traditional views of gender. We are thought of as experts by parent, our superiors and society in general. But the failure in building a teaching culture where this area is well incorporated is clear. As complexed and massive as the ideas and theories are about working with this matter as multifaceted are the thoughts that say wich way is best to put it in practice. As it is now there are two specializations that are dominating. A gender neutral and the compensating pedagogy. But how has it worked in practice? Can answers be found in a historical perspective in the question how teachers have become to look upon themselfs and how to address new knowledge such as gender bias?

Erratum pasted onto front end paper. / Bibliography: leaves 248-260. / xii, 260, 9 leaves : / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century. / Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000