Journal articles on the topic 'Appointed school boards'

This study focuses on the perceptions of Virginia school board chairmen and superintendents as they relate to local governance issues. These perceptions provide great insight into the problems faced by Virginia school boards—both elected and appointed—in the aftermath of a 1992 law allowing communities to shift from appointed to elected school boards. All superintendents and school board chairmen in the state were surveyed on the following topics: their perceptions concerning school board members’ orientations toward their role as representatives (trustee vs. delegate), their personal attitudes concerning the electoral process, their assessment of interest group involvement in district decision making, their feelings concerning the public's support of school district policies, and their evaluation of the level of tension between the superintendent and the school board.

The number of international schools is growing rapidly and existing data points to great diversity of their governance structure. The nature of hybrid governance, in which a board comprises both elected and appointed governors, was investigated through a case study of an international school in western Europe and triangulated with interviews with nine experts in international schooling. Hybrid governance was found to offer the advantages of both elected and appointed boards: elections foster transparency and representation of stakeholders, while appointments allow the board to be populated with particular skills. A model for governance was presented in which the hybrid structure is underpinned by recruitment and training practices that ensure governors complement the existing skillset of the board, have desirable motivations for serving, and understand their role. This model may be useful for informing international school improvement efforts, although its compatibility with the diverse landscape of international schools remains to be determined.

Purpose Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA. Design/methodology/approach This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent. Findings The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board. Originality/value This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.

Abstract On February 22, 2016, the Czech numismatist, historian and museum person Eduard Šimek celebrated his important anniversary – his 80th birthday. Between 1963 and 2005, he spent some 43 years in the National Museum in Prague; first of all, he served as a curator of the numismatic department, and since 1990, he was appointed gradually a research secretary, deputy director-in-general and director of the Historical museum. He wrote more than 400 books, articles, studies and reports, he was a co-author of several exhibitions, he worked as a secretary of the editorial board of the Numismatické listy, and he was an editor of the Sborník vlastivědných prací z Podblanicka, Muzejní a vlastivědná práce / Časopis Společnosti přátel starožitností, and many others. He used to be a member of several editorial boards, research collegia, many committees and commissions, numismatic, historical and museum societies. Since 2005, he has been working for the Pedagogical Museum, and he was awarded the medal of J. A. Komenský for his extraordinary contribution in the field. Parallelly, he taught – and still teaches – numismatics at the Charles University in Prague and at the University of South Bohemia in Budweis. He also gives lectures at the Higher Professional School of Information Services in Prague. He is a honorary member of the Czech Numismatic Society and a correspondent of the Austrian Numismatic Society.

AbstractThis paper examines changes between 1992 and 2010 in Japanese junior high school history textbooks’ representations of imperial Japan's colonialism and aggression in Asia, using documentary study and interviews with actors in the textbook production process. Following a trend to increase textbook material on Japan's wartime aggression in the mid-1990s, after 2000 publishers approached this topic in contrasting ways, some expanding and some reducing their coverage, with dramatically varying results in terms of market share. Publishers’ decisions on content were related to their market position and to changes in local textbook adoption procedures that have increased the decision-making power of appointed boards of education at the expense of teachers. Increased market share since 2000 is associated primarily with a progressive pedagogy in tune with recent curriculum reforms. The recent spotlight on textbook adoption has exposed weaknesses in the system, such as inadequate representation of the local community and insufficient guarantee of teachers’ expert input in the adoption process. With the introduction of new textbook approval criteria requiring their conformity with the patriotic emphases of the revised Fundamental Law on Education of 2006, the content of future textbooks will clearly be strongly influenced by both approval and adoption processes.

The purpose of this study was to describe the management of education funding at SMPN 1 and SMPN 3 Pringgabaya, starting from the planning stage, the implementation phase, to the evaluation phase of education funding. The approach used in this study was a qualitative approach with the type of multi-case location at SMPN 1 and SMPN 3 Pringgabaya. Sources of data in this study are informants, documents, and physical devices. Data collection techniques using interview, observation, and documentation techniques. Data analysis techniques using data reduction, data presentation, and data verification. Check the validity of the data by triangulation which includes triangulation of sources and methods. The results of data analysis show that 1) the planning phase of education funding at SMPN 1 and SMPN 3 Pringgabaya is carried out through a continuous meeting mechanism. Meeting.This is carried out at the beginning of each year attended by principals, treasurers, teacher boards, and school committees. This meeting aims to form a drafting team of RKAS and determine the amount of allocation for each type of expenditure. Furthermore, the RKAS drafting team identified the source of the school revenue budget, identified the school budget plan, consulted the RKAS with the school committee. Furthermore, the RKAS was ratified and signed by the Principal, Treasurer and Committee, and also requested approval from the Head of the East Lombok District National Education Office, which was the BOS Management Team. The design of the RKAS refers to the technical instructions for using BOS funds. 2) the implementation phase of funding, SMPN 1 and SMPN 3 Pringgabaya refer to the RKAS that has been approved by the principal and the school committee. Flow of entry and exit of funds is handled by the treasurer who has been appointed by the principal starting from withdrawing funds and carrying out bookkeeping related to transactions financed using BOS funds. 3) the evaluation phase of education funding at SMPN 1 and SMPN 3 Pringgabaya is carried out by internal and external parties. Internal evaluation of school finance is carried out by the principal through an examination of the monthly financial statements and assets and facilities owned by the school. By looking at the report the principal will find out how much income is earned and expenditure spent in one month. External evaluations are carried out by the school committee and the government. School committees can check school finances through general cash books or financial reports that have been made by the school. Every quarter the school sends a report format for the use of online boss funds to the East Lombok district education office to be examined and at the end of each school year it is required to account for any funds spent during a budget year to be thoroughly examined at any time.

When the New Orleans school board appointed E. J. Edmunds, a light-skinned Afro-Creole man, the mathematics teacher for the city's best high school in 1875, the senior students walked out rather than have a “negro” as a teacher of “white youths.” Edmunds's appointment was a final, bold act by the city's mixed-race intellectual elite in exercising the political power they held under Radical Reconstruction to strip racial designations from public schools. White supremacist Redeemers responded with a vicious propaganda campaign to define, differentiate, and diminish the “negro race.” Edmunds navigated the shifting landscape of race in the New Orleans public schools first as a student and then as a teacher, and the details of his life show the impact on ordinary Afro-Creoles as the city's warring politicians used the public schools both to undermine and reinforce the racial order.

In November of 1956, the Los Angeles City Board of Education held a regular evening meeting devoted entirely to the topic of school discipline. The session began with brief comments from the district superintendent, Ellis Jarvis, who urged those in attendance not to take the issue too seriously Discipline was “an inherent part of education,” he reminded them, and thus was always “a problem of all schools; all schools in this city, in every city, in every community.” Moreover, he joked, “Denunciation of the young is a necessary part of the hygiene of older people, and greatly assists in the circulation of their blood.” The rest of the meeting's speakers, however, almost all of whom were Los Angeles teachers, did not share Jarvis’ lighthearted perspective. Representing several local teacher organizations, clubs, and associations, as well as two Board-appointed committees charged with investigating discipline in the city's schools, they portrayed a district in crisis, overrun by misbehaving youth, and urged the Board to take action to address the problem.

In response to public pressure, urban districts in the USA have initiated reforms that aim at redrawing the boundaries between the school system and other major local institutions. More specifically, this article focuses on two emerging reform strategies. We will examine an emerging model of governance that enables big-city mayors to establish authority over the school system, a significant departure from the dominant practice of district governance under an independently elected school board. Mayors in New York, Chicago, Boston and Washington DC, among others, have taken control over the school system with the authority to appoint the school board and/or the superintendent. Further, this article examines a reform strategy that allows for a closer working partnership between public schools and outside providers. This ‘diverse provider’ strategy significantly shifts power from traditionally powerful stakeholders (such as organized teachers’ union) by enabling non-profit and for-profit organizations to manage schools and other services. To illustrate the design and implementation of this type of reform, we will discuss the experience in Chicago (a mayor-led district) and Philadelphia (a district jointly governed by the governor and the mayor). In short, mayoral accountability and the diverse provider model constitute the latest reconfigurations in urban school governance in the USA.

The development of Islamic boarding schools is one of the targets for sharia economic development which is based on the understanding of the halal value chain where the development of Islamic economics and finance summarizes various initiative programs including the development of Islamic boarding schools. The purpose of this study is to describe how the implementation of the Islamic Boarding School Accounting Guidelines at Al Huda Islamic Boarding School which is more focused on the readiness of HR at Al Huda Islamic Boarding School in applying the Islamic Boarding School Accounting Guidelines. The Al Huda Islamic boarding school was chosen as the research locus because the Al Huda Islamic Boarding School was appointed by Bank Indonesia Gorontalo Representative Office as a pilot project for the Pesantren (Islamic Boarding School) which applies the Islamic Boarding School Accounting Guidelines. The stages of the research method began with observations and results of interviews with informants from the board of the Al-Huda Islamic Boarding School. The results showed that there was a desire to apply these guidelines in the Al-Huda Islamic boarding school. Even though treasurers, secretaries and operators do not have a basic knowledge of the Economics of Accounting, the existing human resources are ready to apply the Pesantren accounting guidelines, of course, adjusting to the needs of the Al-Huda Islamic boarding school. The author sees that there is no urgency in implementing Islamic boarding school accounting guidelines at the Al-Huda Islamic boarding school because the reporting entity is the foundation that houses the Al-Huda Islamic boarding school, the Al Huda Islamic Education and Da'wah Foundation, Gorontalo. The foundation is fully responsible for the donors or the community.

Gill is currently Chair of the British Educational Leadership, Management and Administration Society. Her personal experiences are central to her belief that education is the key to unlocking potential, both for individuals and for society as a whole. Throughout her career she has championed the right to good quality, inspirational education for all. She has always chosen to work in areas of multiple disadvantage and has a track record in working with schools, colleges and universities to improve leadership, learning and achievement. She has extensive experience in strategic leadership across the compulsory education sector as well as in further and higher education. Her leadership roles have included Local Authority Chief Education Adviser, Executive Director in two West Midlands Learning and Skills Councils and Executive Pro Vice Chancellor (Academic) in a large modern university. She has directed and engaged in various research projects, mainly in the area of 14-19 education and was a member of the (Labour) Government’s 14-19 External Advisory group. As a strong supporter of educational collaboration she has led a number of Local Authority wide collaborative developments. With extensive board experience her roles have included: Deputy Chair of CILT, the National Centre for Languages; Chair of the YMCA’s national training organisation and board member of YMCA North Staffordshire.

This case provides a summary of a situation in which a newly appointed superintendent and his new chief financial officer of a midsized urban school district uncover a massive set of fiscal problems which had been previously hidden from the Board and most other stakeholders. How do the district’s top leaders make decisions about how to address the issues, inform a variety of constituent groups, and determine if legal action should be considered? Teaching notes and suggested class activities are included.

The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, where she provided progressive leadership to the schools and community. She was one of three people appointed to plan the initial meeting in Keokuk, Iowa, for what eventually became MENC: The National Association for Music Education, and she was one of sixty-nine founding members of the organization in 1907. The Keokuk meeting served as an impetus for Inskeep to travel to Chicago, where she studied with several notable music educators. Later, she sat on the organization's nominating committee, the first Educational Council (precursor to the Music Education Research Council) board of directors, and provided leadership to two of the organization's affiliates, the North Central Division and the Iowa Music Educators Association. She served as a part-time or summer faculty member at Iowa State Normal School and Coe College in Cedar Falls and Cedar Rapids, Iowa, respectively, and the American Institute of Normal Methods in Evanston, Illinois, and Auburndale, Massachusetts.

In 1942 the McNair Committee was appointed to consider the ‘supply, recruitment and training of teachers and youth leaders and to report what principles should guide the Board in these matters in the future’. Special attention was given to the needs of music teachers, and the proposals put forward by the Committee provided the framework for the pattern of training for the next 30 years. This article considers the reactions of the Ministry of Education, the Royal Schools of Music and the Incorporated Society of Musicians, making extensive use of archive material. Comparisons are drawn with the training received by music teachers today, with a call for further discussion of the essential skills necessary for effective music teaching.

ABSTRACT In 2006, a special committee appointed by the Federation of State Medical Boards (FSMB) issued its report on the “Evaluation of Undergraduate Medical Education” in the United States and abroad. Satisfied with accreditation systems already providing reasonable and adequate assurance for the quality of medical education in this country, the committee turned its focus toward international medical schools. Because international medical graduates (IMGs) comprise 25 percent of the physician workforce, U.S. medical licensing boards continue to seek meaningful information on the medical schools of their licensees. The report's recommendations included a call for close monitoring of efforts to provide international accreditation systems. One of the current initiatives being closely watched is that of the Caribbean Authority for Accreditation in Medicine and Other Health Professions (CAAM). Under the auspices of the Caribbean Community, CAAM has established an accreditation system for medical schools in the region, carried out site visits and rendered decisions for a number of Caribbean schools. A complementary initiative currently underway by FSMB and ECFMG staff involves the development of a primer on IMGs and international medical education. This web-based resource is scheduled for completion in late fall 2008. The major recommendation of the special committee report called for the FSMB to work with state medical boards and the ECFMG to establish an information and data clearinghouse on international medical schools. A clearinghouse workgroup has already begun meeting and considering various quality indicators suggested by the special committee report such as admission requirements, policies relative to advanced standing and aggregate performance data on USMLE. The challenges facing the clearinghouse are significant. One approach being considered is to focus data collection efforts primarily on the eight to 10 schools currently supplying the largest number of IMGs seeking medical licensure in the United States.

The Board of Regents appointed President Thomas to the helm of Nuestra University, a large and urban Hispanic-Serving University. In the first years of his presidency, Nuestra achieved important milestone in its quest to better serve and graduate students from underrepresented populations. However, Thomas’s hiring and presidency has faced critical questions, especially when Thomas’s new strategic plan and plans for community involvement appeared to ignore the demographics both on and off-campus. This case study focuses on the potential implications for Minority-Serving Institutions when their administration does not match the demographics of their major stakeholders (i.e., students, faculty, and local school districts).

Purpose – The purpose of this paper is to review the encouraging progress and increased momentum in both business and Government for more women to be appointed to senior positions. It traces this momentum since the author's last article: “Are cracks now appearing in the boardroom glass ceiling?” in Industrial and Commercial Training, Vol. 45 No. 4, 2013. Design/methodology/approach – Critical review of recent initiatives by both government and business. Findings – The article highlights the positive momentum towards greater gender equality in the workplace. It emphasises the need for more career guidance beginning early in school for girls and to change the male-dominated culture found in many areas of business. Research limitations/implications – Review of literature and media articles in the past 12 months. Practical implications – The increased antipathy towards quotas and the need for greater career guidance in both schools and colleges, together with work experience placements for women. Recruitment and selection should be gender-free, based on ability and experience and carried out by selection panels of both sexes. Originality/value – Highlights and analyses the recent encouraging trends and increasing awareness of the value women bring to a company board.

Interaction is essential in mathematics learning process, so effective means to promote students’ interaction is compulsory. This research was appointed to develop the board game learning media “The Labyrinth of Trigonometry”, which is adequate to be implemented in trigonometry problem practices. Employing Research and Development (R&D), this research utilized the ADDIE model built of 5 stages, namely: analysis, design, development, implementation, and evaluation. Notably, this board game had been clarified to be a valid learning media by teaching material and media experts, exceptionally obtained 94% and 86% category. 35 students of 11th grade of Senior High School 1 Ambarawa were selected as the participants. The result showed that the practical index obtained excellent category (96%) and the Wilcoxon test significance result was 0.00 (less than 0.05) with higher posttest mean score than pretest. Eventually, the researcher concluded that “The Labyrinth of Trigonometry” was a valid, practical, and effective learning media.

The modern school superintendent fulfills a unique role in the U.S. public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. While norms have traditionally encouraged superintendents to use caution with respect to political discourse (Boyd, 1974), social media has created a new platform upon which they can reach a broad range of stakeholders regarding many issues, including politics. This study seeks to better understand the emerging practice of political discourse by superintendents on Twitter. Employing discursive psychology principles (Potter & Wetherell, 1992), I will analyze the political tweets of superintendents and position current practices in relation to established role conceptualizations of the position. Findings include that superintendents utilize Twitter as a tool to establish their positions as political insiders and as advocates for students.

In 1826, Dr John McLennan was asked by Governor Mounstuart Elphinstone of Bombay to set up the first school to teach modern medicine to Indian citizens. He was expected to create textbooks on a variety of subjects in local languages and teach medicine to poorly educated students in their native tongues. Despite his valiant efforts, the school was deemed a failure and was abolished by the Government in 1832. Sir Robert Grant, appointed Governor of Bombay in 1835, analysed records pertaining to this medical school and concluded that the school failed since Dr McLennan was not provided the assistance he needed and as his suggestions for access to a hospital to teach medicine were not heeded. Dr McLennan provided able support to Dr Charles Morehead on his appointment as Principal and Professor of Medicine at the newly created Grant Medical College in Bombay in 1845. Dr Morehead dedicated his classic ‘Clinical researches on diseases in India' to Dr McLennan. Dr McLennan headed the Board of Examiners created to assess the competence of the first batch of medical students emerging from this College. The system of evaluation set up by him remains admirable. Dr McLennan retired from service as Physician-General, full of honours.

Abstract Zsigmond Purjesz (1846–1918) was born at Szentes (Hungary), and he became MD at Budapest in 1870. In 1880 he applied for and won by competition the professor’s chair of Internal Medicine at Cluj/Kolozsvár University. He taught there for three decades, and founded a medical school. In 1911 he retired and moved to Budapest. According to his wish, he was buried at Kolozsvár. The first part of our study presents the preliminaries of Purjesz’s appointment to Kolozsvár, based on the documents of the Kolozsvár Medical Faculty kept in the State Archives at Marosvásárhely/Târgu Mureş. Endre Takács from Budapest and Ignác Büchler from Kolozsvár were the other two applicants. A board of three university professors proposed Purjesz on the first, Takács on the second and Büchler on the third place to be appointed as professor. On ministerial proposal the king decided to appoint Purjesz on the 2nd of May, 1880. In the second part of the study we take into account the recognitions and decorations Purjesz got. In 1893 for his activity during the cholera epidemic he was awarded with the Iron-Crown Order, 3rd class. In 1901 he got the title of Court councilor, which implied the form of address “Right Honorable”. In 1906 at the 25th anniversary of his professorship his students and colleagues compiled a memorial volume dedicated to him. In 1910 the Royal City of Kolozsvár declared him Honorary Citizen. Following his retirement his bust made by György Vastagh was unveiled at the courtyard of the hospital. In 1911, the king recognizing his healing and teaching activity raised him to the rank of Hungarian nobility.

In the Province of Quebec, the Provincial Court constitutes one of the most important benches after the Court of Appeal and the Superior Court. At its beginning in 1869, the Provincial Court was termed the Magistrate's Court and its juridiction was very circumscribed. The constitutional problem arising from the existence of such a court was not obvious as it is today. In 1867, when the B.N.A. Act was drafted, the powers concerning the administration of justice in the Province, including the constitution, maintenance and organisation of provincial courts, both civil and criminal, and including procedure in civil matters, were conferred on the provinces by section 92(14). But by section 96, it was provided that the Governor General should appoint the judges of the Superior, District and County courts in each province. These provisions of the B.N.A. Act are extremely confused, so that more than 130 published cases have not succeeded in clarifying definitively the interpretation of sections 96 and 92(14), and such a situation imperils the stability of the judiciary in the Canadian provinces. For the analysis of section 96 of the B.N.A. Act, we must refer to some concepts in English Law about Superior Courts and Inferior Courts. The Magistrate's Court, now the Provincial Court in Quebec, has in fact replaced the Circuit Court whose competence was exercised by judges of the Superior Court appointed by the Federal Government. It is not obvious that in 1867 the Circuit Court was an inferior bench in the mind of the drafters of the B.N.A. Act. At that time the inferior courts in the Province of Quebec were the Commissary Courts and the Justices of the Peace. In 1869 when the Magistrate's Court was established, nobody was wandering about the constitutional question because the jurisdiction of the Court was limited to the collection of municipal and school taxes and to suits actions in which the amount was less than $ 25.00. But in 1888 and 1889 when the Provincial Legislature attempted to replace the Circuit Court in the District of Montreal with the Magistrate's Court, the Federal Government disallowed the laws because judges appointed by the Provincial Government were invested with powers which were up to that time exercised by judges appointed by virtue of section 96 of the B.N.A. Act. The Federal Government was then invited to appoint judges especially affected to the Circuit Court of Montreal, but the Magistrate's Court continued to exist in other judicial districts without extent of jurisdiction. In 1922, the Provincial Legislature tried agin to raise the powers of the Magistrate's Court by transferring to it all the functions exercised by Superior Court judges in the Circuit Court. But at this moment, the Federal Government did not intervene with it's disallowance power. So, once the delay for disallowance had expired, the Provincial Government continued to raise the competence of the Magistrate's court until the abolition of the Circuit Court in 1952. Since 1952, the powers of the Magistrate's Court have not ceased to grow. In 1965, with the adoption of the new Code of Civil Procedure, the name of Magistrate's Court was changed to become the Provincial Court. In spite of it's importance, the constitutional question is not yet settled, and whatever method we use, we cannot justify the constitutionality of the Provincial Court. Several methods have been elaborated by judges to interpret section 96 of the B.N.A. Act. The particularist method consists in appreciating if a board or a bench is invested with powers which, in 1867, were exercised by judges appointed by the Federal Government. If so, the bench is considered inconstitutional. Another method is the functionalist method by which it is presumed that the judicial function should be exercised only by judges appointed by virtue of section 96. This method is not very often used. Finally, there is the globalist method which is more comprehensive but also more abstract, which consists in the recognition of the fact by the growth of its jurisdiction the Provincial Court has become a superior, district or county Court. Whatever method is used, it is very difficult to establish the constitutionality of the Provincial Court in the Province of Quebec. This situation incites a reflexion about the opportunity of section 96 of the B.N.A. ACT which restrains the Province from adopting judicial reforms that are very necessary. If after 110 years, we are not clear about the interpretation that should be given to section 96, we shall never be. In the actual context, the arguments presented by the Fathers of the Confederation for the drafting of section 96 are not very pertinent. If we examine other federal constitutions in foreign countries, it appears that in every case the drafters of such constitutions carefully avoid the situation in which we are placed by section 96 of the B.N. A. Act. Perhaps the better solution for us is the abrogation of section 96 of the B.N.A. act.

In its recent judgment in Hosanna-Tabor Evangelical Lutheran Church and School v EEOC, the United States Supreme Court held that the First Amendment precludes the application of anti-discrimination law to the employment relationship between a church and its clergy. In 2005 the House of Lords had reached the opposite conclusion, ruling, in Percy v Board of National Mission of the Church of Scotland, that the decision to dismiss an ordained minister was not a spiritual matter falling outside the scope of anti-discrimination legislation. This article argues that Percy largely neglected important aspects of church autonomy and that the reasoning in Hosanna-Tabor offers an opportunity to rethink whether secular law should be allowed to affect a religious group's decision to appoint or dismiss a minister.

In the mid-nineteenth century, a system of music examinations was initiated in Britain that came to encompass the far-flung reaches of the British Empire. These examinations offered an internationally recognized system of professional and musical standards. For the next several decades the Associated Board of the Royal Schools of Music (ABRSM) and Trinity College London (TCL) maintained this extensive system of graded instrumental and vocal examinations across large parts of the globe, principally those countries that were part of the British Empire (later the Commonwealth). Both the ABRSM and TCL continued examining for many years and this article discusses the work of four examiners appointed by the ABRSM to travel throughout the Empire, with a particular focus on Australia. The year selected is 1923. This is for several reasons. By 1923 the system of traveling expert examiners undertaking examinations across the country was well established; the vicissitudes and hardships of World War I and the influenza pandemic had passed; the practice of examiners traveling long distances by boat and train had resumed. At this time the British examinations were at their height despite the establishment of a rival Australian system, the Australian Music Examinations Board. The examiners not only undertook all the examinations across the country but also were influential public figures who spoke about music education and modern music in Britain. They gave concerts and public lectures and their activities were influential because of repeated reporting in the popular press. As a historian I am interested in the history of the commonplace—those well-established and pervasive activities that are taken for granted. Learning a musical instrument and taking annual graded practical and theoretical examinations was and continues to be a commonplace occurrence in Australia.

Abstract. Robin Charles (Ignatius) Whatley was born a ‘Man of Kent’ in 1936. He was educated at Ashford Grammar School, where an inspiring teacher, Frank Kenworthy, stimulated a series of pupils to become earth scientists, for example, John Catt (University College London), Roy Clements (Leicester University), Ron Cook (recently Vice Chancellor of York University) and Chris Wilson (Open University). Following a varied post-school career as a farmer (1954), National Serviceman (1955–1957), and inshore fisherman based at Christchurch, Hampshire (1957–1959), Robin joined Hull University to read Geology. He graduated with a First Class Honours Degree in 1962, one of the first two ever to be awarded by the department. An interest in Micropalaeontology, in particular ostracods, became apparent during undergraduate years and formed part of his BSc dissertation. A further three years at Hull followed, funded by the Department of Scientific and Industrial Research (DSIR, fore-runner of the modern research councils), leading to the award of a PhD degree in 1966 for a thesis on British Callovian and Oxfordian ostracods, carried out under the supervision of John Neale. As a mature student Robin felt it to be his duty to write stern letters to DSIR pointing out the shortcomings of its procedures and officials, and he was somewhat surprised when, visiting DSIR for a Post-Doctoral Fellowship interview, he discovered that his letters were regularly pinned to the staff notice board to be read by all. As it turned out a Fellowship was not required, as Robin was appointed Assistant Lecturer in Geology . . .

This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For positive reinforcement Bali Kiddy used “good, very good, very good job, good job, excellent, that's good, wow, strong child, smile, nodding head, thumbs up, clap hands, hugging the student, stroking the student back, rubbing their head, outdoor playing, writing student name on board, studying on floor with teacher, more time for playing, appointed as leader of a group, storytelling, break time at computer room, sticker and write comment on student book”. For the negative reinforcements were "sssstt, tetot, forefinger in front of mouth, point the student and crossed hand in front of chest”. 5 ways of implementation were also found in study. They are: first, reinforcement was given with warmth and enthusiasm, second, negative reinforcement was avoided, third, reinforcement was emphasized on meaningfulness, fourth, reinforcement was given to both group and individual and fifth, reinforcement was given with variation in types and purposes.

After graduation with honors from the Department of Geography of Lomonosov Moscow State University in 1981, Alexey V. Sokov started working in the State Oceanographic Institute, where he held the positions of an engineer, researcher, senior researcher, and eventually deputy director for the scientific work. He worked there until 1993, and during the period of 1985-1989 he studied in Graduate school of the same institute and defended his PhD thesis in 1990. In 1993 he joined the Shirshov Institute of Oceanology as a senior research scientist. From 1996 to 1999 he was deputy director of the Institute for the scientific and organizational work, since 1999 deputy director for fleet. During his work at Shirshov Institute, Alexey Sokov participated in 32 scientific expeditions under the programs "Abyssal", "Meridian", as well as WOCE and CLIVAR international projects. He personally directed 22 of these expeditions. In 2012 he defended his Dr. Sci. dissertation and in 2016 was appointed as interim Director of the Shirshov Institute of Oceanology of the Russian Academy of Sciences. Currently is a member of the Scientific Expert Council of the Marine Board under the Government of the Russian Federation. He is the author of numerous scientific papers published in domestic and foreign scientific journals.

I entered college in September of 1975, a working class kid from Queens whose father, Hyman Isaac, was an unemployed linotype operator (I wonder how many of our younger readers even know what that is; it's a typesetter, a trade that no longer exists), and whose mother, Sylvia Isaac, was an office secretary. I thus enrolled at Queens College, the neighborhood school, part of the City University of New York which, in 1975, offered free tuition to all New York City high school graduates. A month later, on October 30, the New York Daily News carried one of the most famous newspaper headlines of the century: “Ford to the City: Drop Dead.” The Ford in question was Gerald Ford, the unelected President of the United States who had acceded to the office from the House of Representatives when first the Vice-President (Spiro Agnew) and then the President (Richard Nixon) resigned amid scandal and disgrace. And his “drop dead” to “the city”—New York City—was a strong declaration that the US government would not bail New York out of the severe fiscal crisis in which it was mired. That same autumn, the State of New York passed the New York State Financial Emergency Act of The City of New York, placing the city in receivership, under the fiscal control of a state-appointed Emergency Financial Control Board: EFCB. That acronym, and a second with which it was conjoined—MAC, or “Big MAC,” the Municipal Assistance Corporation, the bond authority led by Felix Rohatyn that became the veritable executive office of the city—is indelibly stamped on the psyches of all who lived in and around New York in those years. For me, a teenage college student, the most palpable effect of all of this was the abolition of tuition-free higher education in New York City in 1976—a sour note during that year's bicentennial celebration of American freedom.

AbstractDr. Katarina Hanséus is the focus of our fourth in a series of interviews in Cardiology in the Young entitled, “Global Leadership in Paediatric and Congenital Cardiac Care”. Dr. Hanséus was born in Malmö, Sweden. She attended undergraduate school in her home town in Malmö, Sweden, graduating in 1974. Dr. Hanséus then went on to complete medical school at University of Lund in Lund, Sweden, graduating in 1980, where additionally she completed a Doctoral Dissertation in the evaluation of cardiac function and chamber size in children using Doppler and cross-sectional echocardiography. Under the Swedish Board of National Welfare, Dr. Hanséus completed her authorisation as a paediatrician in 1986, followed by her authorisation as a paediatric cardiologist in 1988, at University of Lund. She was appointed head of Paediatric Cardiology in 2000 at the Children’s Heart Center, Skane University Hospital, Lund, Sweden. The programme at Lund serves as one of the two national referral centres for comprehensive paediatric and congenital cardiac care, including paediatric cardiac surgery, in Sweden. From 2006 to 2013, she served as the clinical and administrative head of the Department of Neonatology, Paediatric Surgery, Paediatric Intensive Care, Paediatric Cardiology, and Paediatric Cardiac Surgery, returning as the head of Paediatric Cardiology in 2013, for which she currently holds the position.Dr. Hanséus is a recognised leader in the field of Paediatric Cardiology and has been involved in leadership within the Swedish Pediatric Society, the Swedish Association for Pediatric Cardiology, and the Association for European Paediatric and Congenital Cardiology throughout her career. Within the Association for European Paediatric and Congenital Cardiology, she served as the Secretary General from 2011 to 2016, the President Elect in 2018, and is the current President serving from 2019 until 2022. This article presents our interview with Dr. Hanséus, an interview that covers her experience as a leader in the field of Paediatric Cardiology, including the history and goals of the Association for European Paediatric and Congenital Cardiology, and her role and vision as their current President.

Alexander Aminev was born in 1904 in the village of Pokrovsky, Artyomovsky District, Sverdlovsk Region. From 1914 to 1919, he studied at the men's gymnasium, after the second grade school. Irbitsk. In 1921, Alexander Mikhailovich entered the medical faculty of the Ural University. In 1926, he became an intern at the Proedeutic Surgery Clinic, and then Assistant of the Department of General Surgery of the Medical Faculty of Perm University. In 1935 he was awarded the academic title of candidate of medical sciences. From 1936-1937 years A.M. Aminev worked as a director of the propedeutic surgical clinic, from 1936-1938. - Secretary of the editorial staff of the Works, from 1937 - assistant professor, from 1937 to October 1938. From 1937 he began to study and develop an endoscopic method - peritoneoscopy, for the first time in the USSR Endoscopic liver biopsy, liver wound tamponade and epiploon, removal of a foreign body from the abdominal cavity and dissection of adhesions. In 1938, A.M. Astrakhan was appointed director and at the same time head of the department of faculty surgery at the Astrakhan Medical Institute. In 1940, he received the degree of Doctor of Medical Sciences and the title of professor. Since the beginning of World War II, Professor A.M. Aminev was appointed part-time free surgery of the hospital department of the Astrakhan regional health department. In September 1942, he was called up to the front by an army surgeon of the 28th Combined Arms, and then the 5th Panzer Army, and went from Stalingrad to Berlin.In 1945, A.M. Aminev moved to Kuibyshev, where he became head of the department of hospital surgery, headed for almost 40 years. In 1948 he wrote the first in the country monograph on peritoneoscopy on laparoscopy. He became the author of 14 monographs and 265 scientific papers on coloproctology. In 1964 he was awarded the honorary title of Honored Scientist of the RSFSR. In 1969 "Lectures on proctology" were published, they were marked with the Prize for them. N.I. Pirogov, Academy of Medical Sciences of the USSR. In the aggregate, A.M. Aminev is the author of 37 monographs and 518 scientific papers. Among his students are 112 candidates and 35 doctors of medical sciences.Alexander Mikhailovich is a member of the Board of Directors of Surgery, a member of the Board of the All-Union and All-Russian Scientific Society, a chairman of the Kuybyshev Regional Scientific Society of Surgery, an honorary member of the international community, and also a co-editor of the journal Gastroenterology, Colon and Rectum Surgery (USA), honorary member 11 scientific surgical societies of the country. He was beaten by a deputy of the regional, city and district Soviets of Workers' Deputies. A.M. Aminev was awarded the Order of Lenin (twice), the October Revolution, the Red Star, World War 1 and 2 degrees, eight medals. Alexander Mikhailovich died on February 11, 1984 and was buried in Kuibyshev, since 1991 - Samara.After the death of the scientist, his name was given. In 2007, in Samara, on Galaktionovskaya Street, where A.M. Aminev, a plaque was opened in his honor.

IntroductionPrenatal anxiety is a prevalent condition that is harmful for women and a strong predictor of postpartum depression. This trial assesses an intervention initiated in early pregnancy to mid pregnancy among women with clinical or subclinical symptoms of anxiety in Pakistan.Methods and analysisHappy Mother, Healthy Baby(HMHB) is a phase three, two-arm, single-blind, individual randomised clinical trial conducted in the outpatient department of Holy Family Hospital, a large public tertiary care facility affiliated with Rawalpindi Medical University (RMU). Pregnant women (enrolled at ≤22 weeks of gestation) receive six individual HMHB sessions based on cognitive–behavioral therapy (CBT) and relaxation techniques that are administered by non-specialist providers and tailored to address anxiety symptoms. Two to six booster sessions are given between the fifth consecutive weekly core session and the sixth core session that occurs in the third trimester. Apart from baseline data, data are collected in the third trimester, at birth and at 6-weeks postpartum. Primary outcomes include diagnoses of postpartum common mental disorders. Secondary outcomes include symptoms of anxiety and of depression, and birth outcomes including small-for-gestational age, low birth weight and preterm birth. An economic analysis will determine the cost effectiveness of the intervention.EthicsEthics approval was obtained from the Johns Hopkins Bloomberg School of Health Institutional Review Board (Baltimore, USA), the Human Development Research Foundation Ethics Committee (Islamabad, Pakistan), the RMU Institutional Research Forum (Rawalpindi, Pakistan) and the National Institute of Mental Health-appointed Global Mental Health Data Safety and Monitoring Board.DisseminationResults from this trial will build evidence for the efficacy of a CBT-based intervention for pregnant women delivered by non-specialised providers. Identification of an evidence-based intervention for anxiety starting in early pregnancy to mid pregnancy may be transferable for use and scale-up in other low-income and middle-income countries.Trial registration numberNCT03880032.

In 1918 into a peasant family, was born A. A. Shalimov, who, after finishing school and technical school he enrolled in the Kuban medical Institute (1936-1941), he worked as a doctor in hospitals near Krasnodar, in Chita oblast (1941), in the cities of Bryansk and the eagle; chief surgeon of the Orel region (1949). In 1951, A. A. Shalimov returned to Bryansk, he defended his dissertation and received the title of Honored doctor of the RSFSR. Later A. A. Shalimov moved to Kharkov, he defended his doctoral dissertation (1957) and was appointed head of the Department of thoracic surgery and anesthesiology of the Ukrainian Institute of advanced training of physicians (1959), Director of the Kharkiv Institute of General and urgent surgery (1965), head of the Department of thoracoabdominal surgery of the Kiev Institute of improvement of doctors, as head of the surgical Department, the Director of Kiev research Institute of Hematology and blood transfusion (1970) and Kyiv Sri of clinical and experimental surgery (1971), chief surgeon of the Ministry of health of Ukraine (1980). A. Shalimov was elected a corresponding member of the Academy of Sciences of Ukraine (1969), academician of the National Academy of Sciences of Ukraine (1978). A. A. Shalimova awarded the title Hero of Socialist Labor of the USSR (1982), Hero of Ukraine with the order of Powers (2005). Alexander Shalimov 870 author of scientific papers, including 35 monographs, 112 inventions, he has trained 50 doctors and nearly 100 candidates of medical Sciences. A. A. Shalimov was awarded two orders of Lenin and red banner of Labor, order of the October Revolution, the order of the Ukrainian State (2005) and "For merits" of three degrees, medals and orders and medals of foreign States. Oleksandr Shalimov was a member of the Board of the Association of surgeons im. N. And. Pirogov, the International Association of surgeons, the all-Union scientific society of surgeons, gastroenterologists and cardiologists, Chairman of the Ukrainian Republican scientific society of surgeons, full member of the new York Academy of Sciences, editor-in-chief of the journal "Clinical surgery", Deputy of the Supreme Soviet of the Ukrainian SSR 8-10 convocations. The international chamber of the American biographical Institute, he was elected "Man of the year – 1997", awarded diploma of the International biographical centre of Cambridge University for achievements in medicine of the twentieth century. Died Alexander Shalimov February 28, 2006.

Prof. Dr Rajesh N Gongal ,FRCS (Eng) returned to Nepal from UK completing his surgical training in 1998 and has been working in Patan Hospital, initially as a Consultant and then as a Medical Director. Following the establishment of Patan Academy of Health Sciences (PAHS), he was appointed the Founding Dean of School of medicine. At present, he serves as the Rector of PAHS. He also served as the Chief Editor of Journal of Society of Surgeons (JSSN). He initiated Primary Trauma Care (PTC) Training in the country as the Founding Chair of PTC, Nepal. He was the Founding President of Nepal Ambulance Service (NAS), a non- profit initiative as the first proper Emergency Medical Service (EMS) with trained EMTs and a call centre accessed by calling a three-digit number 102. He is the Founding Chairperson of Hospice Nepal, the first palliative care centre in Nepal established in the year 2000. His interest in palliative care led him to Northern Ireland where he worked as fulltime trainee and completed fellowship in palliative care in 2016 under the auspices of Royal College of Physician of Edinburgh. He recently completed MSc in palliative from Ulster University. He has worked as an Instructor for HOPE (Hospital Preparedness for Emergency) Course, ‘Primary Trauma Course; and the ‘Palliative care’ courses. He has presented in numerous national and International conferences and numerous publications in national and international journals such as Palliative Medicine and has published handbooks on ‘Basic surgical skills’ and ‘Palliative care’ as well. He is an active member of the Society of surgeons of Nepal and has contributed to its establishment and development in the early days. He also served as the Chief editor of the Journal of Society of Surgeons of Nepal and has played a crucial role in the establishment of the journal encouraging scientific writing and paper publication culture amongst the fraternity. He is an important member of the society and serves as a mentor in the capacity of the advisory board of the journal.

Abstracthealth-related problems and even death among animals and human beings. Agriculture is the main food source; thus, many interventions are made such as that of irrigation by the local county and national government initiated through the National Irrigation Board (NIB). Despite the irrigation projects food insufficiency still persists, therefore their sustainability is questionable. One such approach to improving the sustainability of irrigation projects is participatory monitoring and evaluation which leads to ownership and then higher sustainability. In the study, the objective was to asses if taking corrective action after participatory monitoring and evaluation (PME) influence project sustainability. The study used a descriptive survey and correlation designs to collect data from 316 respondents selected using stratification sand purposeful with strict randomization. Questionnaires were administered and interviews were conducted on selected sample respondents on appointed dates. Data were analyzed using SPSS version 25.0 to get descriptive statistics, correlations coefficients were obtained to test association and degree of strength. Testing of the hypothesis was done using linear regression. The study findings were that a large number of respondents were between ages 31 to 40 years and most were female with their highest level of education being primary school. The influence of PME capacity building on the dependent variable and irrigation projects sustainability found that the farmers were not taken for exposure visits and project officers were not accountable for money use. Age, gender, and education level have very minimal influence on PME capacity building. PME capacity building had a weak positive influence of r = 0.290 and it explained only 8.4% of irrigation projects sustainability in Kitui County. The study recommends that to improve project capacity building: project revenue must be controlled on use, farmers must be taken for exposure visits to learn from successors, project officers should be accountable for funds use, and project guidelines should be improved to increase sustainability. Implementation of these recommendations will reduce the loss of Arid and Semi-Srid Lands (ASALs) and attain higher and longer sustainability in food projects, thus, reducing the recurrence rate of food shortage, improve and hasten the implementation of irrigation projects, show the need to involve primary stakeholders in project monitoring and appraisal for sustainability, better and efficient decisions by policymakers to increase chances of project’s success.

Vladimir Semyonovich Levit was born in 1883 and after graduation from the gymnasium he studied at the Medical Faculty of the University of Koenigsberg (1901-1906), worked in the Ardatov Zemstvo of the Simbirsk Gubernia. In 1914, Vladimir Semenovich defended his doctoral dissertation, became head of the surgical department of the Simbirsk Province Hospital, and began teaching at a paramedic school. V.S. Levit was elected privat-docent of the faculty surgical clinic of Tomsk University (1919), privat-docent (1922), then professor and head of the department of the faculty surgical clinic, dean of the medical faculty (1922-1926) of Irkutsk University, head of the department of hospital surgery of medical faculty. 2 Moscow University (since 1926), which is headed for 27 years. V.S. Levit for the first time in the USSR successfully resected cardia (1928), surgery for hernia of the esophageal aperture (1929). In 1936 he was awarded the title of Honored Scientist of the RSFSR. During the Great Patriotic War V.S. Levit was appointed chief surgeon of the Moscow Military District, deputy chief surgeon of the Soviet Army (1942), and in 1943 he became a major general of the medical service. Since 1950, V.S. Levit - chief surgeon of the Central Military Hospital. P.V. Mandrika. He published 120 scientific works, he was the editor of 3-volume manual, 2-volume textbook on surgery, the surgical section of the Great Medical Encyclopedia, the publication "The Experience of Soviet Medicine in the Great Patriotic War of 1941-1945." V.S. Levit was the editor of the magazine "Soviet Surgery" (later "Surgery") (1931-1953), a member of the editorial board of the journals "New Surgery", "Russian Clinic", "Central Medical Journal." He was the head and scientific consultant in the preparation of 23 candidate and 10 doctoral dissertations. V.S. Levit was a member of the International Surgical Society, chairman of the Moscow Surgical Society, a member of the Academic Council of the Ministry of Health of the USSR, and district Soviets of Working People's Deputies. V.S. Leviticus was awarded the Order of the Red Banner, the Patriotic War of the 2nd degree, the Red Star, medals. V.S. Leviticus died in 1961 in Moscow.

Vladimir Dmitrievich Fedorov was born on 21 March 1933 in Moscow. After finishing school he entered in the 2nd Moscow medical Institute named after N. And. Pirogov (1950-1956), where he performed the duties of Secretary of the Bureau of the Komsomol of the course and the member of the Komsomol Committee of the Institute; engaged in experimental work on the defibrillation of the heart. Studied in residency (1956-1958), graduate school (1958-1960), worked as a teaching assistant (1960-1966) and then associate Professor (1966-1971) chair of hospital surgery of the 2nd Moscow state medical Institute. In 1963 he defended his Ph. D. in 1971 doctoral dissertation. In 1972, Vladimir Dmitrievich Fedorov was appointed Director of research laboratory surgery clinic of the Ministry of health of the RSFSR. In 1976, on the initiative of V. D. Fedorov was the first in the USSR Department of Coloproctology of the Central doctors improvement Institute, which he headed for 13 years. In 1982 he was elected a corresponding member, and in 1986, academician of the Academy of medical Sciences (AMS) of the USSR. Since 1988, Vladimir Fyodorov, Director of the Institute of surgery named after AV Vishnevsky Academy of medical Sciences of the USSR. In 1990, V. D. Fedorov elected to the chair of surgery, faculty of postgraduate professional education of Moscow medical Academy named after I. M. Sechenov. Since 1974 he worked as a Deputy chief surgeon of the Medical center of President's Affairs Administration of the Russian Federation. D. Fedorov is the author of over 500 scientific works, including 13 copyright certificates and patents, and 20 monographs. Under his leadership, and counseling are protected by 32 doctoral and 47 master's theses. V. D. Fedorov was an honorary member of the Russian Association of endoscopic surgery and the Association hepatobiliary surgery, Moscow surgical society, surgical scientific societies of Uzbekistan, Kazakhstan and the Saratov region, Chairman of the surgical section and member of the Presidium of scientific medical Council of Ministry of health of the Russian Federation, a member of the Interdepartmental health Council, Deputy chief editor of the journal "Surgery", member of the editorial Board of the journal "Surgical Laparoscopy and Endoscopy" and one of the oldest journals "British Journal of Surgery". For two years he headed the Association of surgeons named after N. And. Pirogov (1992-1994). More than 10 years he was a member of the Presidium of the Russian Academy of medical Sciences and performed the duties of Chairman of the Board of Directors of the institutes of the Russian Academy of medical Sciences. Vladimir Dmitrievich, a foreign member of the Belarusian Academy of medical Sciences (2000) and the Academy of Sciences of Moldova (2003), honorary Professor of the Petrovsky national research center of the Russian Academy of medical Sciences and the Bashkir medical College. Academician V. D. Fedorov is the main national representative in the International society of surgeons (1990) national representative in the International society of University surgeons Coloproctology. Mr Kuznetsov – laureate of the State prize of the USSR (1985) and the RSFSR (1991), RF Government prize (2002), Honored scientist of Russia (1997), awarded the order of red banner of Labor (1976, 1978), Lenin (1983), "For merits before Fatherland" III degree, Friendship of peoples (1993).

The renowned scientist and teacher of the Chief Scientific Officer of the Laboratory of the Animal Genetic Resources Bank of the Institute of Animal Breeding and Genetics nd. a. M.V.Zubets of National Academy of Agrarian Science Svitlana Voitenko turned 60 on November 12, 2019. Svitlana Voitenko was born on November 12, 1959 in Poltava. She graduated from the 24 th high school and zoo-engineering faculty of the Poltava Agricultural Institute.From 1977 to 2006 she worked at the Institute of Pig Breeding of the UAAS. During 1990–1993 she went to graduate school of the same scientific institution. Since 2006 he has been working as a leading researcher, since 2008 – chief researcher at the gene pool laboratory of the breeds of the Institute of Animal Breeding and Genetics of UAAS. In 2008, Svitlana Voitenko was appointed head of the genetic resources sector in the pig breeding of this institution. Since February 2010, Svitlana Voitenko begins her pedagogical activity as the head of the breeding and genetics of agricultural animals department of the Poltava State Agrarian Academy. From September 2019 to the present time he has been working as the Chief Scientific Officer of the Institute of Animal Breeding and Genetics nd. a. M.V.Zubets of NAAS. The degree of Candidate of Agricultural Sciences in the specialty "Breeding and Breeding of Animals" on the basis of the defense (1994) of the dissertation on the topic "Selection and genetic characteristics of pigs of Myrhorod breed and their use in combination with boars of the parental form". The senior scientist was awarded the academic title in 2001. In 2008 she defended her dissertation for a scientific degree on "Methods of improvement of pigs of the Myrhorod breed and preservation of her gene pool". Professor she was awarded the academic title in 2013. Professor S. Voytenko's research is aimed at developing breeding and genetic methods for improving the productivity of farm animals and controlling product quality, as well as maintaining the gene pool of small local pigs of Ukraine. Under the methodological guidance of S. Voitenko new lines and families in the Myrhorod breed were created and tested. She participated in the development of the State Standards of Ukraine.She has published about 250 scientific papers. She is active in inventing activities, has 11 patents and copyright certificates for inventions. Under the methodical guidance of S. Voitenko, 7 PhD theses are defended and another 1 graduate student is being trained. She was awarded with certificates of honor from the National Academy of Agrarian Sciences of Ukraine, the Ministry of Agrarian Policy of Ukraine, the Department of Education and Science of the Poltava Regional State Administration. The staff of the Institute sincerely congratulates dear Svitlana and wishes her good health, happiness, inexhaustible energy, relentless movement forward to new achievements and impressions!

Jules M Rothstein, clinician, researcher, educator, author, and speaker, entered into the field of physical therapy in 1975 following graduation from the Department of Physical Therapy at New York University. He completed his Master of Arts Degree in Kinesiology in 1979 and his Doctor of Philosophy in Physical Therapy in 1983, also at New York University. During his training, he worked as Staff Physical Therapist at Peninsula Hospital Center in Queens, as Research Fellow with the Arthritis Foundation, and in private practice in Cedarhurst, New York. From 1977 to 1980, Dr Rothstein was Adjunct Instructor in the Department of Physical Therapy at New York University. From 1980 to 1983, he was Instructor and Coordinator of Clinical Research and Training Programs at Washington University School of Medicine, and from 1984 to 1990, he was Associate Professor at the Medical College of Virginia. A tenured professor at the University of Illinois at Chicago since 1990, Dr Rothstein also served as Head of the Department of Physical Therapy at the University of Illinois at Chicago and as Chief of Physical Therapy Services at the University of Illinois Hospital in Chicago until 1999. During that period, the department obtained more than $6 million in research funding and received APTA's 1997 Minority Initiative Award for consistently recruiting and maintaining ethnic and racial diversity among its students. He continues to serve as Professor in the Department of Physical Therapy and remains active in all areas of physical therapy, practice, research, and service. Dr Rothstein's expertise in measurement and research design has been used by many professionals—across disciplines—in the allied health community. He is in great demand as an invited guest speaker, having given professional presentations and keynote speeches on the topic of rehabilitation sciences at numerous national and international forums, including Sweden, Denmark, Iceland, Japan, and Saudi Arabia. He has also served as a consultant and visiting professor in South Africa, the Netherlands, and Poland. Dr Rothstein has made extensive contributions to the physical therapy profession's body of knowledge, including the publication of more than 60 refereed articles and abstracts. In 1985, he edited the text Measurement in Physical Therapy. He chaired the APTA Task Force on Standards for Measurement in Physical Therapy that produced the first APTA Standards for Tests and Measurements in Physical Therapy Practice in 1993. As part of that task force, he co-authored the Primer on Measurement: An Introductory Guide to Measurements Issues. Since 1989, Dr Rothstein has served as Editor of Physical Therapy and has been appointed to that position for three 5-year terms by the APTA Board of Directors. Dr Rothstein is a Catherine Worthingham Fellow of the American Physical Therapy Association. He is the recipient of numerous awards, including the Golden Pen Award, the Outstanding Service Award for Research, the Outstanding Service Award for Continuing Education, and the Outstanding Therapist Award in the State of Illinois. [Rothstein JM. Thirty-Second Mary McMillan Lecture: Journeys beyond the horizon. Phys Ther. 2001;81:1817–1829.]

July 7, 2019 marks the 60th anniversary of the renowned scientist in the field of plant physiology and microbiology, Doctor of Agricultural Sciences, Professor, Academician of the Academy of Sciences of the Higher School of Ukraine, Head of the Department of Botany and Zoology of the Ternopil National Pedagogical University and University Svitlana Vasylivna was born in the village of Ishkiv, Koziv district, Ternopil region, to a family of teachers. She started schooling at the Ishkiv eight-year school and later Ternopil Secondary School #8, which she graduated with honours in 1976. In August 1977, she entered Ternopil Pedagogical Institute, Natural Sciences faculty. She graduated with honors in 1982 and got qualification of a teacher of chemistry and biology Since July 1982, Svitlana Vasylivna's work has been associated with the Department of Botany (now the Department of Botany and Zoology of Ternopil Volodymyr Hnatiuk National Pedagogical University), where she became an assistant at the laboratory of plant physiology and biology. As a laboratory assistant, S.V. Pyda commenced her first scientific studies concerned with nitrogen nutrition of legumes supervised by Professor, Head of the Symbiotic Nitrogenation Department of the Institute of Plant Physiology and Genetics of NAS of Ukraine Yukhym Polikarpovych Starchenko, candidates of biological sciences, professor of the Department of Botany of Ternopil Pedagogical Institute Vekirchyk Kuzma Mykolaiovych and associate professor Butnytskyi Ivan Mykolaiovych. From 1989 to 1993 S.V. Pyda carried out scientific research at National Botanical Garden M.M. Hrishko NAS of Ukraine (Kyiv) supervised by professor, head of allelopathy department Holovko Erast Anatoliiovych. May 26, 1994 as a result of scientific research S.V. Pyda became a successful defense of a Ph.D. thesis for the degree of Candidate of Biological Sciences in the specialty 03.00.12 – plant physiology in the specialized scientific council of the Institute of Plant Physiology and Genetics of NAS of Ukraine entitled: «Allelopathic and symbiotic features of lupine at different levels of nitrogen nutrition». During her postgraduate studies, in 1990 S. V. Pyda was transitioned to the position of Assistant Professor of the Department of Botany of Ternopil Pedagogical Institute, and after the defense of her Ph.D. thesis in January 1995 – to the post of Senior Lecturer, Associate Professor of Botany – on December 25, 1997. Pyda S.V. was given the academic title of Associate Professor of Botany. Pyda S.V. managed to combine her teaching career with scientific research concerned with a wide range of questions of plant physiology, biochemistry and ecology, microbiology, agriculture. Her major research focuses on the biological fixation of molecular nitrogen by legumes, allelopathic and biochemical features of species of the genus Lupine and some floral-ornamental plants, problems of chemical interaction between plants in natural and artificial phytocenoses, microorganisms and agriculture. Her 13-year-long scientific work found its expression in the manuscript of the doctoral dissertation, successfully defended on June 14, 2007 for the degree of Doctor of Agricultural Sciences in the specialized academic council of the Uman Agrarian University (now Uman National University of Horticulture) entitled: “Physiology of symbiosis of Bradyrhizobium sp. (Lupinus) – Lupinus L.: allelopathic analysis” specialty 03.00.12 – plant physiology. On April 1, 2008, after a significant achievement in the scientific and pedagogical field, the decision of the Scientific Council of the Ternopil Volodymyr Hnatiuk National Pedagogical University Pyda S.V. was appointed the professor of the Department of Botany. On January 20, 2011, by the decision of the Attestation Board of the Ministry of Education and Science, Pyda S.V. was awarded the academic title of Professor of Botany. Since November 26, 2014 prof. Pyda S.V. has been the head of the Department of Botany and Zoology after the merging of the departments of Botany and Zoology. Svitlana Vasylivna Pyda’s legacy comprises 342 works, including 4 monographs, 7 utility model patents, over 30 scientific articles, 2 textbooks, 7 methodological tutorials, 1 bibliographic index, 2 e-courses etc. Professor S.V. Pyda has been teaching at the University for many years the disciplines "Plant Physiology", "Microbiology with the Fundamentals of Virology", "Research Methods", "Nutrition and Productivity of Plants", "Mechanisms of Plant Productivity". She is also a teacher of Ternopil Oblast Territory -Municipal Branch of the Ministry of Education and Science of Ukraine, a member of the jury and head at the numerous competitions of city and all-Ukrainian importance, the head of the Ternopil branch of the Ukrainian Society of Plant Physiologists and Ternopil branch of the Society of microbiologists of Ukraine. For a significant contribution to the teacher training courses, the introduction of modern technologies of education and upbringing of student youth and the support of gifted students, Svitlana Vasylivna Pyda was elected Academician of the Academy of Sciences of Higher School of Ukraine, awarded by Ternopil state administration, Volodymyr Hnatiuk National Pedagogical University, Ternopil Oblast Ecological and Naturalistic Center student youth, Ternopil Regional Communal Territorial Branch of the Academy of Sciences of Ukraine, NAS of Ukraine, Ministry of Education and Science, etc. Svitlana Vasylivna considers herself a happy person because she had the best teachers – Yavonenko A.F., Vekirchyk K.M., Shusta I.V., Barna M.M., Butnytskyi I.M., Shymanska V.A., Kuzmovych L.G., Orchuk K.I., Talposha V.S., Grushka S.I., Yakovleva V.O., Yakovenko B.V., Kuratova T.S., colleagues and scholars such as Y. P. Starchenko, E.A. Golovko, V.P.Patyk, I.P. Grygoryuk, friends, and sincere and friendly people. She is a role model and we all appreciate her dignity, integrity, high spirits and loyalty to Ukraine and science.

Dat het werken achter de schermen van de Vlaamse beweging even intens maar veel minder roemrijk is, bewijst het leven van Priester Jan Frans Drijvers (° 1858, Rotselaar - 1914, Willebroek). Drijvers speelde een cruciale rol in de katholieke Vlaamse studentenbeweging van zijn tijd: in 1880 richtte hij als seminarist samen met een paar vrienden De Student op, dat het eerste wijdverspreide katholieke Vlaamsgezinde leerlingentijdschrift werd. De redactie verborg haar identiteit onder schuilnamen, om mogelijke tegenkanting van de geestelijke overheid te vermijden. De belangrijkste verwezenlijking van De Student was dat het ervoor zorgde dat de katholieke schoolgaande jeugd, na een eerdere poging vanuit West-Vlaanderen in de jaren 1870, nu opnieuw werd gebundeld onder eenzelfde ideeënpakket. Drijvers was hun ‘studentenleider’, zij het dat hij hen aanvoerde met de pen, in alle anonimiteit. Hij probeerde zijn lezers een vastberaden Vlaamsgezindheid bij te brengen, maar ook een genuanceerde houding tegenover de geestelijke overheid, die Drijvers beschouwde als de ware aanvoerder van de Vlaamsgezinde katholieken. De Student bracht zijn boodschap onder de vorm van artikels, gedichtjes, verhalen, taallessen enz., waarbij humor en ernst elkaar afwisselden. De door De Student gecreëerde eensgezindheid kreeg in 1890 concrete gestalte met de oprichting van het Katholiek Vlaams Studentenverbond. Twee jaar later werd De Student echter getroffen door een tijdelijk bisschoppelijk verbod. Drijvers leek er niet in te slagen deze teleurstelling te verwerken. In 1902 verliet hij de redactie, na ideologische meningsverschillen met de nieuw aangetreden medewerkers. Drijvers volgehouden anonimiteit als stichter van De Student had het spijtige resultaat dat hij in de vergeetput van de geschiedenis terechtkwam.________The priest Frans Drijvers (1858-1914) and "De Student". About the foundation and the early years of "De Student", one of the most succesful pro-Flemish Catholic student magazines of its timeThe life of the Priest Jan Frans Drijvers proves that working behind the scenes of the Flemish movement is just as intensive but far less glorious. Drijvers played a crucial role in the Catholic Flemish student movement of his time: as a seminarian in 1880 he – together with a few friends – founded De Student that became the first widely distributed Catholic pro-Flemish student magazine. The editors hid their identity behind pen names in order to avoid any antagonism from the ecclesiastical authorities. The most important achievement of De Student was that it ensured that the Catholic children of school age now were collectively exposed to one set of ideas, after the failure of a similar attempt originating in West-Flanders in the 1870’s. Drijvers was their "student leader" even if he led them with his pen, completely anonymously. He attempted to teach his readers not only a determined pro-Flemish attitude, but also a differentiated attitude towards the ecclesiastical authorities, whom Drijvers considered as the true leaders of the pro-Flemish Catholics. De Student propagated its message in the form of articles, short poems, stories, language lessons etc., alternating humour and seriousness. The unanimity created by De Student was substantiated in 1890 by the foundation of the Catholic Flemish Student Union. Two years later, however, De Student suffered a temporary Episcopal interdiction. It appeared that Drijvers was not able to overcome this disappointment. In 1902 he left the editorial board, after ideological differences of opinion with the newly appointed correspondents. Because Drijvers' anonymity as founder of De Student had been maintained, it had the regretful result that he passed into historical oblivion.

Medical students need to understand core neuroscience principles as a foundation for their required clinical experiences in neurology. In fact, they need a solid neuroscience foundation for their clinical experiences in all other medical disciplines also, because the nervous system plays such a critical role in the function of every organ system. Due to the rapid pace of neuroscience discoveries, it is unrealistic to expect students to master the entire field. It is also unnecessary, as students can expect to have ready access to electronic reference sources no matter where they practice. In the pre-clerkship phase of medical school, the focus should be on providing students with the foundational knowledge to use those resources effectively and interpret them correctly. This article describes an organizational framework for teaching the essential neuroscience background needed by all physicians. This is particularly germane at a time when many medical schools are re-assessing traditional practices and instituting curricular changes such as competency-based approaches, earlier clinical immersion, and increased emphasis on active learning. This article reviews factors that should be considered when developing the pre-clerkship neuroscience curriculum, including goals and objectives for the curriculum, the general topics to include, teaching and assessment methodology, who should direct the course, and the areas of expertise of faculty who might be enlisted as teachers or content experts. These guidelines were developed by a work group of experienced educators appointed by the Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN). They were then successively reviewed, edited, and approved by the entire UES, the AAN Education Committee, and the AAN Board of Directors.

Philips and EDBI to Jointly Invest in Digital Health Companies as Healthcare Demand in Asia Rises with Ageing Population. The Abraaj Group Agrees to Acquire a Majority Stake in CARE Hospitals, a Leading Healthcare Provider in India, from Advent International. Quad Technologies Collaborates with University of Massachusetts Medical School to Highlight Benefits of Novel Cell Separation Solution. Gyros AB Extends Capabilities of Gyrolab Automated Immunoassay Platform with New Affinity Software Module. ASLAN Pharmaceuticals Appoints World Leading Experts to its Scientific Advisory Board. GoodFuels Marine Receives Highest Standard Certification for Its Sustainable Marine Biofuels. Philip Morris International Publishes Science on Heated Tobacco in Leading Peer-Reviewed Journal. Verseon Presents Data on a New Class of Anti-coagulants at the 8th Biotech Showcase Conference. CIDP Group Inaugurates First Asia Subsidiary in Singapore.

The running of learning institutions should be a partnership between the teaching staff (the professionals) and the community. The mechanism for creating such a partnership will be a board of trustees. (Picot, p. xi) The process of contemporary educational reform in New Zealand has been fast and furious. Officially, the process of reform was initiated when a taskforce to review education administration headed by Brian Picot was appointed by the Fourth Labour Government in July 1987. The taskforce released its findings, Administering for Excellence: Effective Administration in Education (otherwise known as the Picot Report), 10 months later in April 1988. Government made a gesture of seeking public opinion about this report, but the turn-around time was rapid and the Government’s own response, Tomorrow’s Schools, was published 5 months later in August 1988. After the recommendations were implemented (1 October 1989), a review of the reviews entitled Today’s Schools (the Lough Report) appeared with further reform recommendations. Meanwhile, the Business Roundtable had commissioned a report (the Sexton Report, December 1990) which appeared to influence government thinking. The National Government, after coming to power in October 1990, carried out its own series of educational reviews which were released with a major publication, Education Policy: Investing in People, Our Greatest Asset, at the time of its first Budget in July 1991.This was heavily influenced by Sexton and resulted in further modifications to the structure of education reform, creating a system which is a far cry from the Picot intentions of the above quotation. For the past five years, then, there has been an ongoing series of changes and reassessments that has caused chaos, confusion and massive insecurity throughout the education sector. This paper, through a small and continuing ethnographic survey based on interviews with fourteen teachers in four different Wellington-Wairarapa schools, reports on some aspects of this insecurity.

Abstrak Akses pelayanan kesehatan yang berkualitas sangat penting untuk meningkatkan indikator derajat kesehatan masyarakat salah satunya pelayanan spesialistik. Distribusi tenaga dokter spesialis dan dokter gigi spesialis di Indonesia belum merata. Salah satu upaya pemerintah adalah dengan melakukan rekruitmen spesialis melalui Program Bantuan Pendidikan Dokter Spesialis/Dokter Gigi Spesialis (PDS/PDGS). Artikel ini bertujuan mendapatkan gambaran faktor–faktor yang mempengaruhi niat pindah dokter spesialis/dokter gigi spesialis pasca penugasan peserta program bantuan PDS/PDGS. Sumber data penelitian adalah data kajian implementasi program PDS/PDGS yang diselenggarakan oleh Badan Pendayagunaan dan Pemberdayaan SDM Kesehatan (BPPSDMK) dan Badan Penelitian dan Pengembangan Kesehatan (Balitbangkes). Penelitian ini menggunakan desain potong lintang (cross sectional), populasi dan sampel adalah seluruh mahasiswa peserta program bantuan PDS/PDGS yang berada di tempat pada saat pengumpulan data yang berasal dari beberapa Fakultas Kedokteran yang ditunjuk/bekerjasama dengan Kementerian Kesehatan sebagai penyelengaraan program. Data dianalisis secara bivariat menggunakan uji Chi squere. Hasil analisis menunjukan bahwa, berdasarkan karakteristik individu, niat pindah berhubungan dengan status kepegawaian dan status perkawinan (nilai P<0,05). Faktor keamanan, penghasilan, pengembangan pengetahuan dan keterampilan serta kemudahan untuk mendapatkan pendidikan anak berpengaruh signifikan terhadap keinginan pindah (nilai P< 0,05). Kata kunci: Niat pindah, Retensi dokter spesialis/dokter gigi spesialis, Penghasilan Abstract Access to quality health services, including specialist services is important to improve public health indicator. Medical specialist and dental specialists in Indonesia has not been evenly distributed. Recruitment through financial support program for medical specialist/dental specialist education is one of the government’s efforts. The objective of this article is to describe the factors affecting intentions to leave after compulsory practice of the participants of the program. The data sources was assessment data of the implementation of the program conducted by the Board of Development and Empowerment of Human Resources for Health and National Institute of Health Research and Development. This study used crosssectional design. Population and samples were all student of the program participants were in place at the time of data collection. Students come from several medical school appointed / cooperated with the ministry of health in organizing this program. Data were analyzed bivariately by using Chi squere test. The results of the analysis show that, based on individual characteristics, the intentions of leave relate to employment status and marital status (P <0.05). In addition, the factors of security, income, development of knowledge and skills and the ease of getting a child’s education have a significant effect on the intention to leave (P-value <0.05). Keywords: Intention to leave, Medical/dentist specialist retention, Income

The American Broadcasting Company (ABC) Family Network show Switched at Birth tells two stories—one which follows the unique plot of the show, and one about the new openness of television executives toward integrating more people with a variety of visible and invisible physical embodiments, such as hearing loss, into television content. It first aired in 2011 and in 2017 aired its fifth and final season.The show focuses on two teen girls in Kansas City who find out they were switched due to a hospital error on the day of their birth and who grew up with parents who were not biologically related to them. One, Bay Kennish (Vanessa Marano), lives with her wealthy parents—a stay-at-home mom Kathryn (Lea Thompson) and a former professional baseball player, now businessman, father John (D.W. Moffett). She has an older brother Toby (Lucas Grabeel) who is into music. In her high school science class, Bay learns about blood types and discovers her parents’ blood types could not have produced her. The family has professional genetic tests done and discovers the switch (ABC Family, “This Is Not a Pipe”).In the pilot episode, Bay’s parents find out that deaf teen, Daphne Vasquez (Katie Leclerc), is actually their daughter. She lives in a working class Hispanic neighbourhood with her hairdresser single mother Regina (Constance Marie) and grandmother Adrianna (Ivonne Coll), both of whom are of Puerto Rican ancestry. Daphne is deaf due to a case of meningitis when she was three, which the rich Kennishes feel happened because of inadequate healthcare provided by working class Regina. Daphne attends an all-deaf school, Carlton.The man who was thought to be her biological father, Angelo Sorrento (Gilles Marini), doesn’t appear in the show until episode 10 but becomes a series regular in season 2. It becomes apparent that Daphne believes her father left because of her deafness; however, as the first season progresses, the real reasons begin to emerge. From the pilot onwards, the show dives into clashes of language, culture, ethnicity, class, and even physical appearance—in one scene in the pilot, the waspy Kennishes ask Regina if she is “Mexican.” As later episodes reveal, many of these physical appearance issues are revealed to have fractured the Vasquez family early on—Daphne is a freckled, strawberry blonde, and her father (who is French and Italian) suspected infidelity.The two families merge when the Kennishes ask Daphne and her mother to move into their guest house in order get to know their daughter better. That forces the Kennishes into the world of deafness, and throughout the show this hearing family therefore becomes a surrogate for a hearing audience’s immersion into Deaf culture.Cultural Inclusivity: The Way ForwardShow creator Lizzy Weiss explained that it was actually the ABC Family network that “suggested making one of the kids disabled” (Academy of Television Arts & Sciences). Weiss was familiar with American Sign Language (ASL) because she had a “classical theatre of the Deaf” course in college. She said, “I had in the back of my head a little bit of background at least about how beautiful the language was. So I said, ‘What if one of the girls is deaf?’” The network thought it was wonderful idea, so she began researching the Deaf community, including spending time at a deaf high school in Los Angeles called Marlton, on which she modelled the Switched at Birth school, Carlton. Weiss (Academy of Television Arts & Sciences) says of the school visit experience:I learned so much that day and spoke to dozens of deaf teenagers about their lives and their experiences. And so, this is, of course, in the middle of writing the pilot, and I said to the network, you know, deaf kids wouldn’t voice orally. We would have to have those scenes only in ASL, and no sound and they said, ‘Great. Let’s do it.’ And frankly, we just kind of grew and grew from there.To accommodate the narrative structure of a television drama, Weiss said it became clear from the beginning that the show would need to use SimCom (simultaneous communication or sign supported speech) for the hearing or deaf characters who were signing so they could speak and sign at the same time. She knew this wasn’t the norm for two actual people communicating in ASL, but the production team worried about having a show that was heavily captioned as this might distance its key—overwhelmingly hearing—teen audience who would have to pay attention to the screen during captioned scenes. However, this did not appear to be the case—instead, viewers were drawn to the show because of its unique sign language-influenced television narrative structure. The show became popular very quickly and, with 3.3 million viewers, became the highest-rated premiere ever on the ABC Family network (Barney).Switched at Birth also received much praise from the media for allowing its deaf actors to communicate using sign language. The Huffington Post television critic Maureen Ryan said, “Allowing deaf characters to talk to each other directly—without a hearing person or a translator present—is a savvy strategy that allows the show to dig deeper into deaf culture and also to treat deaf characters as it would anyone else”. Importantly, it allowed the show to be unique in a way that was found nowhere else on television. “It’s practically avant-garde for television, despite the conventional teen-soap look of the show,” said Ryan.Usually a show’s success is garnered by audience numbers and media critique—by this measure Switched at Birth was a hit. However, programs that portray a disability—in any form—are often the target of criticism, particularly from the communities they attempting to represent. It should be noted that, while actress Katie Leclerc, who plays Daphne, has a condition, Meniere’s disease, which causes hearing loss and vertigo on an intermittent basis, she does not identify as a deaf actress and must use a deaf accent to portray Daphne. However, she is ASL fluent, learning it in high school (Orangejack). This meant her qualifications met the original casting call which said “actress must be deaf or hard of hearing and must speak English well, American Sign Language preferred” (Paz, 2010) Leclerc likens her role to that of any actor to who has to affect body and vocal changes for a role—she gives the example of Hugh Laurie in House, who is British with no limp, but was an American who uses a cane in that show (Bibel).As such, initially, some in the Deaf community complained about her casting though an online petition with 140 signatures (Nielson). Yet many in the Deaf community softened any criticism of the show when they saw the production’s ongoing attention to Deaf cultural details (Grushkin). Finally, any lingering criticisms from the Deaf community were quieted by the many deaf actors hired for the show who perform using ASL. This includes Sean Berdy, who plays Daphne’s best friend Emmett, his onscreen mother, played by actress Marlee Matlin, and Anthony Natale who plays his father; their characters both sign and vocalize in the show. The Emmett character only communicates in ASL and does not vocalise until he falls in love with the hearing character Bay—even then he rarely uses his voice.This seemingly all-round “acceptance” of the show gave the production team more freedom to be innovative—by season 3 the audience was deemed to be so comfortable with captions that the shows began to feature less SimCom and more all-captioned scenes. This lead to the full episode in ASL, a first on American mainstream television.For an Hour, Welcome to Our WorldSwitched at Birth writer Chad Fiveash explained that when the production team came up with the idea for a captioned all-ASL episode, they “didn’t want to do the ASL episode as a gimmick. It needed to be thematically resonant”. As a result, they decided to link the episode to the most significant event in American Deaf history, an event that solidified its status as a cultural community—the 1988 Deaf President Now (DPN) protest at Gallaudet University in Washington. This protest inspired the March 2013 episode for Switched at Birth and aired 25 years to the week that the actual DPN protest happened. This episode makes it clear the show is trying to completely embrace Deaf culture and wants its audience to better understand Deaf identity.DPN was a pivotal moment for Deaf people—it truly solidified members of a global Deaf community who felt more empowered to fight for their rights. Students demanded that Gallaudet—as the premier university for deaf and hard-of-hearing students—no longer have a hearing person as its president. The Gallaudet board of trustees, the majority of whom were hearing, tried to force students and faculty to accept a hearing president; their attitude was that they knew what was best for the deaf persons there. For eight days, deaf people across America and the world rallied around the student protestors, refusing to give in until a deaf president was appointed. Their success came in the form of I. King Jordan, a deaf man who had served as dean of the College of Arts & Sciences at the time of the protest.The event was covered by media around the world, giving the American Deaf community international attention. Indeed, Gallaudet University says the DPN protest symbolized more than just the hiring of a Deaf president; it brought Deaf issues before the public and “raised the nation’s consciousness of the rights and abilities of deaf and hard of hearing people” (Gallaudet University).The activities of the students and their supporters showed dramatically that in the 1980s deaf people could be galvanized to unite around a common issue, particularly one of great symbolic meaning, such as the Gallaudet presidency. Gallaudet University represents the pinnacle of education for deaf people, not only in the United States but throughout the world. The assumption of its presidency by a person himself deaf announced to the world that deaf Americans were now a mature minority (Van Cleve and Crouch, 172).Deaf people were throwing off the oppression of the hearing world by demanding that their university have someone from their community at its helm. Jankowski (Deaf Empowerment; A Metaphorical Analysis of Conflict) studied the Gallaudet protest within the framework of a metaphor. She found a recurring theme during the DPN protest to be Gallaudet as “plantation”—which metaphorically refers to deaf persons as slaves trying to break free from the grip of the dominant mastery of the hearing world—and she parallels the civil rights movement of African Americans in the 1960s. As an example, Gallaudet was referred to as the “Selma of the Deaf” during the protest, and protest signs used the language of Martin Luther King such as “we still have a dream.” For deaf Americans, the presidency of Gallaudet became a symbol of hope for the future. As Jankowski attests:deaf people perceived themselves as possessing the ability to manage their own kind, pointing to black-managed organization, women-managed organizations, etc., struggling for that same right. They argued that it was a fight for their basic human rights, a struggle to free themselves, to release the hold their ‘masters’ held on them. (“A Metaphorical Analysis”)The creators of the Switched at Birth episode wanted to ensure of these emotions, as well as historical and cultural references, were prevalent in the modern-day, all-ASL episode, titled Uprising. That show therefore wanted to represent both the 1988 DPN protest as well as a current issue in the US—the closing of deaf schools (Anderson). The storyline focuses on the deaf students at the fictitious Carlton School for the Deaf seizing one of the school buildings to stage a protest because the school board has decided to shut down the school and mainstream the deaf students into hearing schools. When the deaf students try to come up with a list of demands, conflicts arise about what the demands should be and whether a pilot program—allowing hearing kids who sign to attend the deaf school—should remain.This show accomplished multiple things with its reach into Deaf history and identity, but it also did something technologically unique for the modern world—it made people pay attention. Because captioning translated the sign language for viewers, Lizzy Weiss, the creator of the series, said, “Every single viewer—deaf or hearing—was forced to put away their phones and iPads and anything else distracting … and focus … you had to read … you couldn’t do anything else. And that made you get into it more. It drew you in” (Stelter). The point, Weiss said, “was about revealing something new to the viewer—what does it feel like to be an outsider? What does it feel like to have to read and focus for an entire episode, like deaf viewers do all the time?” (Stelter). As one deaf reviewer of the Uprising episode said, “For an hour, welcome to our world! A world that’s inconvenient, but one most of us wouldn’t leave if offered a magic pill” (DR_Staff).This episode, more than any other, afforded hearing television viewers an experience perhaps similar to deaf viewers. The New York Times reported that “Deaf and hard-of-hearing viewers commented by the thousands after the show, with many saying in effect, “Yes! That’s what it feels like” (Stelter).Continued ResonancesWhat is also unique about the episode is that in teaching the hearing viewers more about the Deaf community, it also reinforced Deaf community pride and even taught young deaf people a bit of their own history. The Deaf community and Gallaudet were very pleased with their history showing up on a television show—the university produced a 30-second commercial which aired within the episode, and held viewing parties. Gallaudet also forwarded the 35 pages of Facebook comments they’d received about the episode to ABC Family and Gallaudet President T. Alan Hurwitz said of the episode (Yahr), “Over the past 25 years, [DPN] has symbolised self-determination and empowerment for deaf and hard of hearing people around the world”. The National Association of the Deaf (NAD) also lauded the episode, describing it as “phenomenal and groundbreaking, saying the situation is very real to us” (Stelter)—NAD had been vocally against budget cuts and closings of US deaf schools.Deaf individuals all over the Internet and social media also spoke out about the episode, with overwhelmingly favourable opinions. Deaf blogger Amy Cohen Efron, who participated in 1988′s DPN movement, said that DPN was “a turning point of my life, forcing me to re-examine my own personal identity, and develop self-determinism as a Deaf person” and led to her becoming an activist.When she watched the Uprising episode, she said the symbolic and historical representations in the show resonated with her. In the episode, a huge sign is unfurled on the side of the Carlton School for the Deaf with a girl with a fist in the air under the slogan “Take Back Carlton.” During the DPN protest, the deaf student protesters unfurled a sign that said “Deaf President Now” with the US Capitol in the background; this image has become an iconic symbol of modern Deaf culture. Efron says the image in the television episode was much more militant than the actual DPN sign. However, it could be argued that society now sees the Deaf community as much more militant because of the DPN protest, and that the imagery in the Uprising episode played into that connection. Efron also acknowledged the episode’s strong nod to the Gallaudet student protestors who defied the hearing community’s expectations by practising civil disobedience. As Efron explained, “Society expected that the Deaf people are submissive and accept to whatever decision done by the majority without any of our input and/or participation in the process.”She also argues that the episode educated more than just the hearing community. In addition to DPN, Uprising was filled with other references to Deaf history. For example a glass door to the room at Carlton was covered with posters about people like Helen Keller and Jean-Ferdinand Berthier, a deaf educator in 19th century France who promoted the concept of deaf identity and culture—Efron says most people in the Deaf community have never heard of him. She also claims that the younger Deaf community may also not be aware of the 1988 DPN protest—“It was not in high school textbooks available for students. Many deaf and hard of hearing students are mainstreamed and they have not the slightest idea about the DPN movement, even about the Deaf Community’s ongoing fight against discrimination, prejudice and oppression, along with our victories”.Long before the Uprising episode aired, the Deaf community had been watching Switched at Birth carefully to make sure Deaf culture was accurately represented. Throughout season 3 David Martin created weekly videos in sign language that were an ASL/Deaf cultural analysis of Switched at Birth. He highlighted content he liked and signs that were incorrect, a kind of a Deaf culture/ASL fact checker. From the Uprising episode, he said he thought this quote from Marlee Matlin’s character said it all, “Until hearing people walk a day in our shoes they will never understand” (Martin). That succinctly states what the all-ASL episode was trying to capture—creating an awareness of Deaf people’s cultural experience and their oppression in hearing society.Even a deaf person who was an early critic of Switched at Birth because of the hiring of Katie Leclerc and the use of SimCom admitted he was impressed with the all-ASL episode (Grushkin):all too often, we see media accounts of Deaf people which play into our society’s perceptions of Deaf people: as helpless, handicapped individuals who are in need of fixes such as cochlear implants in order to “restore” us to society. Almost never do we see accounts of Deaf people as healthy, capable individuals who live ordinary, successful lives without necessarily conforming to the Hearing ‘script’ for how we should be. And important issues such as language rights or school closings are too often virtually ignored by the general media.In addition to the episode being widely discussed within the Deaf community, the mainstream news media also covered Uprising intensely, seeing it as a meaningful cultural moment, not just for the Deaf community but for popular culture in general. Lacob wrote that he realises that hearing viewers probably won’t understand what it means to be a deaf person in modern America, but he believes that the episodeposits that there are moments of understanding, commonalities, and potential bridge-building between these two communities. And the desire for understanding is the first step toward a more inclusive and broad-minded future.He continues:the significance of this moment can’t be undervalued, nor can the show’s rich embrace of deaf history, manifested here in the form of Gallaudet and the historical figures whose photographs and stories are papered on the windows of Carlton during the student protest. What we’re seeing on screen—within the confines of a teen drama, no less—is an engaged exploration of a culture and a civil rights movement brought to life with all of the color and passion it deserves. It may be 25 years since Gallaudet, but the dreams of those protesters haven’t faded. And they—and the ideals of identity and equality that they express—are most definitely being heard.Lacob’s analysis was praised by several Deaf people—by a Deaf graduate student who teaches a Disability in Popular Culture course and by a Gallaudet student who said, “From someone who is deaf, and not ashamed of it either, let me say right here and now: that was the most eloquent piece of writing by someone hearing I have ever seen” (Emma72). The power of the Uprising episode illustrated a political space where “groups actively fuse and blend their culture with the mainstream culture” (Foley 119, as cited in Chang 3). Switched at Birth—specifically the Uprising episode—has indeed fused Deaf culture and ASL into a place in mainstream television culture.ReferencesABC Family. “Switched at Birth Deaf Actor Search.” Facebook (2010). <https://www.facebook.com/SwitchedSearch>.———. “This Is Not a Pipe.” Switched at Birth. Pilot episode. 6 June 2011. <http://freeform.go.com/shows/switched-at-birth>.———. “Not Hearing Loss, Deaf Gain.” Switched at Birth. 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The Daily Beast (28 Feb. 2013). <http://www.thedailybeast.com/articles/2013/02/28/abc-family-s-switched-at-birth-asl-episode-recalls-gallaudet-protest.html>.Fiveash, Chad. Personal interview. 17 Jan. 2014.Gallaudet University. “The Issues.” Deaf President Now (2013). <http://www.gallaudet.edu/dpn_home/issues.html>.Grushkin, D. “A Cultural Review. ASL Challenged.” Switched at Birth Facebook page. Facebook (2013). <https://www.facebook.com/SwitchedatBirth/posts/508748905835658>.Jankowski, K.A. Deaf Empowerment: Emergence, Struggle, and Rhetoric. 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