‘Change is a marathon, not a sprint’

2020 ◽  
Vol 187 (2) ◽  
pp. 52-53

Mandisa Greene is a name for the history books. As the first black president of the RCVS, she strives to increase diversity in the professions. Here, Josh Loeb chats to her about her plans for the year.

2016 ◽  
Vol 43 (1) ◽  
pp. 57-75 ◽  
Author(s):  
John Edgington

During the first decades of the eighteenth century the wealthy Yorkshire naturalist Richard Richardson acquired a large library, particularly strong in natural history, medicine and antiquarianism. Virtually all the natural history component was dispersed before the library was catalogued, so its contents have been unknown. Richardson's unpublished correspondence with Sir Hans Sloane and William Sherard contains many references to his books and shows that they and other leading naturalists were the source of most of them, by donation and purchase. Of about 700 books in natural history that he possessed, 425 have been identified; an Appendix lists 300 of the more significant titles. Comparison is made with other natural history libraries, and the eventual fate of Richardson's is discussed.


Derrida Today ◽  
2010 ◽  
Vol 3 (1) ◽  
pp. 21-36
Author(s):  
Grant Farred

‘The Final “Thank You”’ uses the work of Jacques Derrida and Friedrich Nietzsche to think the occasion of the 1995 rugby World Cup, hosted by the newly democratic South Africa. This paper deploys Nietzsche's Zarathustra to critique how a figure such as Nelson Mandela is understood as a ‘Superman’ or an ‘Overhuman’ in the moment of political transition. The philosophical focus of the paper, however, turns on the ‘thank yous’ exchanged by the white South African rugby captain, François Pienaar, and the black president at the event of the Springbok victory. It is the value, and the proximity and negation, of the ‘thank yous’ – the relation of one to the other – that constitutes the core of the article. 1


2017 ◽  
Vol 16 (2) ◽  
pp. 145-175 ◽  
Author(s):  
Rosemary Sayigh

Colonialism deprives colonised peoples of the self-determined histories needed for continued struggle. Scattered since 1948 across diverse educational systems, Palestinians have been unable to control their education or construct an authentic curriculum. This paper covers varied schooling in the Palestinian diaspora. I set this state of ‘splitting through education’ as contradictory to international declarations of the right of colonised peoples to culturally relevant education. Such education would include histories that explain their situation, and depict past resistances. I argue for the production of histories of Palestine for Palestinian children, especially those in refugee camps as well as in Israel and Jerusalem, where curricula are controlled by the settler-coloniser. Black and Native Americans have dealt with exclusion from history in ways that offer models for Palestinians.


2014 ◽  
Vol 2013 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Kalerante Evagelia

AbstractThe present paper is involved with the Pedagogical faculties’ students’ critique on the current educational system as it has been altered after 1981. The research was carried out utilizing both quantitative and qualitative tools. Students-voters participated in the interviews whereas active voters were difficult to be located to meet the research requirements. The dynamics of the specific political party is based on a popular profile in terms of standpoints related to economic, social and political issues. The research findings depict the students’ strong wish for a change of the curricula and a turn towards History and Religion as well as an elevation of the Greek historic events, as the History books that have been written and taught at schools over the past years contributed to the downgrading of the Greek national and cultural identity. There is also a students’ strong belief that globalization and the immigrants’ presence in Greece have functioned in a negative way against the Greek ideal. Therefore, an overall change of the educational content could open the path towards the reconstruction of the moral values and the Greek national identity.


2020 ◽  
Vol 11 (SPL1) ◽  
pp. 934-937
Author(s):  
Tasneem M. Lakkadsha ◽  
Kiran Kumar ◽  
Waqar M. Naqvi ◽  
Pratik Phansopkar

In January 2020, we met with COVID-19 (aka SARS-Co-V-2 and/or Corona virus) on our news channels all the way from china. Little did we know that it would shake up our lives in such a manner that we had heard only in a movie or read in history books. Currently we are all in some sort of lockdown, be it in hospital/home or in our minds. Being there, most of us are facing certain kind of misery, be it emotional, mental, physical or social. To be expansive the most common stresses that have been addressed by people on mass media platform are feeling of depression and isolation caused by being away from family and friends, some are complaining of losing their enthusiasm, some of gaining weight, some of losing it and many more. Going through a pandemic is also helping people in some or the other way, one of which is being concerned about their health and habits to keep themselves fit and away from serious comorbidities which can stem out from physical inactivity and heightened stress levels. There are many ways to stay fit at home without any complex gym equipment, but far less is known about it. Thus, an understanding of methods through which one can become physically active with least complexity, easy availability, and appropriate utilization is need of the hour.


Author(s):  
Steven Gunn

Henry VIII fought many wars, against the French and Scots, against rebels in England and the Gaelic lords of Ireland, even against his traditional allies in the Low Countries. But how much did they really affect his subjects? And what role did Henry’s reign play in the long-term transformation of England’s military capabilities? This book searches for the answers to these questions in parish and borough account books, wills and memoirs, buildings and paintings, letters from Henry’s captains, and the notes readers wrote in their printed history books. It looks back from Henry’s reign to that of his grandfather, Edward IV, who in 1475 invaded France in the afterglow of the Hundred Years War, and forwards to that of Henry’s daughter Elizabeth, who was trying by the 1570s to shape a trained militia and a powerful navy to defend England in a Europe increasingly polarized by religion. War, it shows, marked Henry’s England at every turn: in the news and prophecies people discussed, in the money towns and villages spent on armour, guns, fortifications, and warning beacons, in the way noblemen used their power. War disturbed economic life, made men buy weapons and learn how to use them, and shaped people’s attitudes to the king and to national history. War mobilized a high proportion of the English population and conditioned their relationships with the French and Scots, the Welsh and the Irish. War should be recognized as one of the defining features of life in the England of Henry VIII.


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