Exertional rhabdomyolysis in newly enrolled cadets of a military academy

2021 ◽  
Author(s):  
Mao Han‐ding ◽  
Li Xin ◽  
Liu Shu‐yuan ◽  
Xing Ling ◽  
Zhao Jin‐bao ◽  
...  
Keyword(s):  
Military Academy ◽  
Exertional Rhabdomyolysis

Letters

2018 ◽  
Keyword(s):  
Civil Engineering ◽  
Natural Philosophy ◽  
Professional Life ◽  
Military Academy ◽  
Shed Light

133 letters are edited. They range from 30 July 1770, when Charles Hutton was a schoolteacher in Newcastle, to February 1823. Most are from Hutton’s time at the Royal Military Academy in Woolwich, and shed light on his contacts, his activities, and his role as a recipient and distributor of mathematical patronage. A long series of letters illuminates his role as editor of the Ladies’ Diary and the development of his relationship with the provincial mathematician Lewis Evans. The letters range across various subjects in mathematics, natural philosophy, and civil engineering. They touch on Hutton’s personal and professional life and his various publication projects. Correspondents include the mathematicians Burrow, Playfair, and Frend, the scientists Maskelyne, Cavendish, Banks, Herschel, Baily, Laplace, and Babbage, and literary figures such as Catherine Hutton and Alexander Tilloch.

Teaching Through Informal Debate

1983 ◽  
Vol 39 ◽  
pp. 1-3
Author(s):  
William C. Spracher
Keyword(s):  
The United States ◽  
Institutional Constraints ◽  
Student Interest ◽  
United States Military Academy ◽  
Political Systems ◽  
Military Academy ◽  
Politics And Government ◽  
Term Paper ◽  
Paper Format ◽  
Core Course

In the Summer 1982 issue of NEWS, W. Rick Johnson in an article entitled "Some Strategies for Teaching Students Critical Thinking" delved into a subject which has often bedeviled those of us who have ever taught political science to undergraduates. Like Johnson, I found that the basic exam/term paper format is inadequate and needs to be expanded upon to excite the average student about politics and get him thinking critically and independently.Between 1979 and 1982, I taught five semesters of a core course in politics and government to second year cadets at the United States Military Academy (USMA), four of which were for regular course students and one at a more advanced level. The other semester I taught an elective in comparative political systems and an evening colloquium series on intelligence and public policy. At that institution I found I needed to search for an even more effective tool to spark student interest due to a couple of institutional constraints not faced by instructors at civilian colleges. First of all, only recently has West Point begun to institute a major's program.

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