Culture: school

In 1923 I started school at P.S. 10, a few blocks East of Morningside Avenue at about 118th Street. My parents in the meantime were worried about the school s quality, and one of their American friends told them that Johnny was so smart he should go to the best. He recommended the Ethical Culture School, run by the Ethical Culture Society, which was founded by Felix Adler in the late 19th century. Its guiding principle was that each person has some unique attribute that should be nurtured. Classes were small and the teachers were excellent. (There were 77 in my senior class. Of the 36 boys 10 were accepted at Harvard.) But the school was expensive, way out of our reach. My father must have written one of his persuasive letters because they gave me a full scholarship, which I maintained over the whole 11 years I was there. 

Culture School teacher Herbert Smith, the confessor of his youth they are heavy on us today, when the future, which has so many elements of high promise, is yet only a stone s throw from despair. To Haakon Chevalier, his friend at Berkeley in Depression days, Oppenheimer repeated that the circumstances are heavy with misgiving, and far, far more difficult than they should be, had we power to remake the world to be as we think it. Lawrence could muster only limited patience for Oppenheimer s remorse. He thought the atomic bomb a terrible swift sword that would end the war and might succeed in ending all wars. He also seems to have claimed it as his own. In one newspaper interview out of many published the day after Hiroshima, notes Stanislaw Ulam mischievously, E. O. Lawrence modestly admitted, according to the interviewer, that he more than anyone else was responsible for the atomic bomb. ... 

Godfrey, Liz. 1995. Transforming cultures. School, university and workplace . University of Technology Sydney (Ed.). Australasian Women in Engineering Forum, Report, Sydney 29-35. 

Living Conditions. An investigation of the following community quahty-of-life considerations, which are considered important in attracting personnel to relocate, is necessary living conditions, ie, house availabiUty, costs, and safety schools, ie, quaUty, class size, and distance health care, ie, avadabihty of a major hospital and local doctors recreational facihties, ie, types and proximity cultural, ie, musical, plays, and movie theaters and sports, ie. Major or Minor League teams. 

This has been despite the fact that the UK has developed with a culture that is indifferent to engineering, the respectable professions being those such as law or medicine offering more money and prestige. This deeply rooted attitude was supported by an education system in which on the whole applied science - engineering - was not studied in schools or universities. This contrasts with the rest of world, where such studies were an important part of the curricula of many schools and universities as early as the eighteenth century. Engineering was not considered suitable for those with the ability to enter a university, where arts and sciences were studied. 

Equally important has been the financial assistance of the Research Committee of the School of Fine Art, History of Art and Cultural Studies (University of Leeds) which facilitated additional research leave and contributed other funding. In addition, I would like to acknowledge the generous financial help and encouragement of my work over many years by the Research Committee of Bretton Hall College (Wakefield). 

Antibiotics relieve symptoms over 3 to 5 days, and after the first 24 hours of therapy, patients can return to work or school if improved clinically. Follow-up cultures are not recommended to test for bacterial eradication. Lack of improvement or worsening of symptoms after 72 hours of therapy requires reevaluation. Recurrent symptoms following an appropriate treatment course should prompt reevaluation for possible retreatment. 

On a new site, the local community must be able to provide adequate facilities for the plant personnel schools, banks, housing, and recreational and cultural facilities. 

In the summer of 2004, the NATO A.S.I. on the subject Optical Chemical Sensors was organised in Erice, Sicily. This NATO A.S.I. was the 40th Course of the International School of Quantum Electronics, under the auspices of the Ettore Majorana Foundation and Center for Scientific Culture and was directed by Dr. J. Homola of the Institute of Radio Engineering and Electronic (IREE) of the Academy of Sciences in Prague and by Dr. F.Baldini of the Nello Carrara Institute of Applied Physics (IFAC-CNR). It is also the fourth course in the framework of the ASCOS (Advanced Study Course on Optical Chemical Sensors) series, founded in 1999 by Prof. Otto Wolfbeis. This book presents the Proceedings of this advanced course providing a deep overview of both the fundamentals of optical chemical sensing and the applications of chemical sensors. 

INTERNATIONAL SCHOOL OF QUANTUM ELECTRONICS - Ettore Majorana Foundation and Centre for Scientific Culture... 

For the Paris and the London-Manchester schools, the local culture, educational tradition, laboratory research programs, theoretical systems, and personal networks that helped forge a school identity and a disciplinary identity are worked out in some detail. In addition to constructing an account of a new branch of theoretical chemistry, focused on organic reaction mechanisms, these chapters suggest important differences in national traditions within the disciplinary field of physical organic chemistry. 

Whereas the first development in mid-century scholarship represented a thoroughgoing revision of the race concept, this latter development represented a shift in the locus of scholarly inquiry. An interest in various kinds of typology and in discovering essential traits or the paths of development of this or that race—interests that had shaped the scholarship from Blumenbach on down—now gave way to the more immediate question of social relations. Race relations now came into its own as a field, from the Chicago school s sociological studies of urban cultural ge-... 

Figure 7,13. AChR dusters on a rat rayotube in culture, visualized with (A) rhodamine anti-43K protein (B) fluorescein-labeled a-bungarotoxin (corresponding field) (C) rhodamine-labeled anti-vinculin and (D) fluorescein-labeled g-bungarotoxin (corresponding field). The antibodies were gifts from R. Bloch. University of Maryland Medical School. Note that AChR and 43K tend to aggregate in the same regions, whereas AChR and vinculin appear to exdude each other. Additional photographs are in Ref. 107.

Deulofeu s reputation as a leading bio-organic chemist was already established, when, in 1939, he was appointed Professor of Organic Chemistry of the Facultad de Ciencias Exactas y Naturales of the same University. In 1941, invited by the Committee for Interamerican Cultural Relationships, he spent almost one year in the Biochemistry Laboratory, School of Medicine of the St. Louis University, doing research with Prof. E. A. Doisy. 

In West Virginia State Board of Education v. Barnette, 319 U.S. 624 (1943), the Supreme Court, in an 8-1 decision, invalidated a school requirement that compelled a flag salute on the ground that it was an unconstitutional invasion of the sphere of intellect and spirit which it is the purpose of the First Amendment to our Constitution to reserve from official control. The First Amendment, declared the Court, gives a constitutional preference for individual freedom of mind over officially disciplined uniformity for which history indicates a disappointing and disastrous end. At the center of our American freedom, is the freedom to be intellectually and spiritually diverse. We can have intellectual individualism and the rich cultural diversities that we owe to exceptional minds, the Court explained, only at the price of occasional eccentricity and abnormal attitudes. ... 

To conclude this review I must pay a tribute to the work and figure of Giulio Natta who pioneered macromolecular stereochemistry and was an active protagonist in die field for many years. The most important aspects of his discoveries and the present significance of the research derived therefrom have been illustrated by his students and by scientists from all over the world (16, 18). As may be seen finom the present article, many of the fundamental discoveries were derived from the work of his research group at the Milan Polytechnic. A large part of the later development, also, is the fruit of a cultural tradition that has influenced the whole Italian school of polymer chemistry. 

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