BECAUSE OF YOUR SACRIFICE TO DEFEND OUR NATION, I AM SERIOUS ABOUT MY EDUCATION!" Academic Patriotism asks every American student to make the above statement of commitment to a member of our United States Armed Forces. Every American student must strive for excellence, in school, out of respect for every American serviceman and woman who gets hurt, hospitalized or killed to defend the rights, and opportunities, for every American student to attend school. And, every American school - that is, every American school: public, private, parochial, charter, independent, alternative, home, combinations thereof, and other; every American school - must be excellent for the very same reason.
Every day in every operating room, the same names are spoken over and over again. These names are the names of the great surgical innovators and teachers of the past. Surgeons call out for Kocher clamps and Deaver retractors. They perform Billroth gastric resections and Bassini hernia repairs. Those names have echoed from the sterile environments of operating rooms for over a hundred years. In Echoes from the Operating Room, Dr. Boyd tells the stories of the principal events and great men of surgery and science and their accomplishments in a concise and compelling style. From the sad story of the men who discovered anesthesia to the romantic reason rubber gloves were first worn by surgeons, the historical highlights that form the basis of modern surgery are brought to life. Every historical vignette concludes with a famous aphorism. Surgeons, nurses, medical students, and surgeons in training will find these stories essential to their heritage, and the public will be drawn in to that sacred and serious place where the stories unfold.
The assassination of Abraham Lincoln changed the course of American history. Every school child knows that President Lincoln was shot by John Wilkes Booth, an actor, at Fords Therater. But it seems no one is taught that this assassination was a true conspiracy. The initial plan of Booth and his co-conspirators was to kidnap Lincoln, but the plan was then changed to the simultaneous murder of the President, Vice President, and Secretary of State. Few people know that eight people were tried by the United States government, found guilty, and four of them were subsequently executed for conspiring to asassinate the President of the United States. Dr. Boyd tells the story of a nation struggling over the question of slavery, Lincolns election, the major events of the Civil War, and the conspiracy to assassinate one of the most beloved Presidents of the United States. Much more a narrative than an historical treatise, his concise style and the incredible story, illustrated with images of the people involved, captivate readers from start to fi nish. Every American who reads this book will be surprised by what their teachers did not reveal about Lincolns assassination. The book is a must read for those interested in the Civil War and for anyone who admires Abraham Lincoln.
Every day in every operating room, the same names are spoken over and over again. These names are the names of the great surgical innovators and teachers of the past. Surgeons call out for Kocher clamps and Deaver retractors. They perform Billroth gastric resections and Bassini hernia repairs. Those names have echoed from the sterile environments of operating rooms for over a hundred years. In Echoes from the Operating Room, Dr. Boyd tells the stories of the principal events and great men of surgery and science and their accomplishments in a concise and compelling style. From the sad story of the men who discovered anesthesia to the romantic reason rubber gloves were first worn by surgeons, the historical highlights that form the basis of modern surgery are brought to life. Every historical vignette concludes with a famous aphorism. Surgeons, nurses, medical students, and surgeons in training will find these stories essential to their heritage, and the public will be drawn in to that sacred and serious place where the stories unfold.
The unique early path of public higher education in Florida In this book, Carl Van Ness describes the remarkable formative years of higher education in Florida, comparing the trajectory to that of other states and putting it in context within the broader history and culture of the South. Central to this story is the Buckman Act of 1905, a state law that consolidated government support to three institutions and prompted decades of conflicts over where Florida’s public colleges and universities would be located, who would head them, and who would manage their affairs. Van Ness traces the development of the schools that later became the University of Florida, Florida State University, and Florida A&M University. He describes little-known events such as the decision to move the University of Florida from its original location in Lake City, as well as a dramatic student rebellion at Florida A&M University in response to attempts to restrict Black students to vocational education and the subsequent firing of the president in 1923. The book also reflects on the debates regarding Florida’s normal schools, which provided coursework and practical training to teachers, a majority of whom were women. Utilizing rare historical records, Van Ness brings to light events in Florida’s history that have not been examined and that continue to affect higher education in the state today.
This book explores economic development in East Asia between 1870 and 1953 in terms of escaping or succumbing to four interrelated traps: demographic; political; economic; and cultural. Demographic traps include Malthusian traps and poor health and longevity (measured by anthropometric indicators and life expectancy). Political traps include both domestic traps — corruption, internal conflict — and external traps, namely geopolitical traps involving foreign powers. Economic traps include poor infrastructure (banks, harbors, roads, railroads, steam shipping, hydroelectric power) or raw materials, or glaring regional variation in per capita income – all significant barriers to industrialization. Cultural traps include restrictions on “permissible knowledge”, and linguistic barriers to the culture of discourse in science and engineering which restrained the absorbing and diffusion of knowledge from foreign sources. Using Japan and China as examples, this book demonstrates how the four types of traps dynamically interact with one another, and how one of the two countries — Japan — was able to escape from the traps earlier than the other country, China. The book also explores the implications of the argument for post-1950 economic development in East Asia.
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