Study of Modern Hebrew in Russia: Variety of Goals and Ways to Achieve them

The article is devoted to the topic of Modern Hebrew education in Russian Federation. In particular, it describes that Hebrew, being the language that was restricted or even completely forbidden to study for many years, todaycan be studied at different levels and various formats: starting from kindergarten and ending with PhD thesis, which applies not only for Jewish people. Hebrew is studied at multiple language courses that are sometimes set up by Jewish organizations. Moreover, in recent years one can see the growth in number of private groups that provide a highly demanded service ofonline-courses. All in all, in the past 30 years the proprietary school of Hebrew teaching was founded that is involved in scientific activities, international conferences and has its own periodical scientific journal.

Chiropractors on Parade

Chapter five addresses the eclipse of D. D. Palmer by his son, in leading both the proprietary school and the burgeoning chiropractic profession. B. J. Palmer presented himself as the rightful heir and loyal exponent of his father’s ideas, but he used legal measures and the court of opinion to block D. D.’s involvement in the chiropractic movement. It is in this climate of marginalization, the chapter argues, that D. D. Palmer made his most elaborate “religious turn,” with the creation of the Third Chiropractic Theory. Living in Southern California, D. D. Palmer befriended the metaphysical writer William Juvenal Colville. This chapter analyzes the Third Chiropractic Theory, and considers the possible influence of Theosophical ideas for its emphasis on “Tone” and “Vibration.” It compares D. D. Palmer’s Chiropractic Philosophy with the spiritual theories proposed by Andrew Taylor Still, creator of osteopathy, after he was sidelined from his profession.

A Profile of Private Vocational Training Schools

This paper outlines the salient features of private vocational training schools in four major regions of Canada. Schools are further described in terms of their operating principles and practices, the range of training programs offered and, finally, the regulatory and governance structures of federal and provincial governments and of the industry itself. This profile outlines the market-oriented nature of the proprietary school industry and is presented with reference to the community college and institute system where, to a limited degree, similar entrepreneurial features are found. On the basis of this comparison, some observations are made as to the potential contribution of proprietary schools toward current government efforts at improving training provision in Canada.

Alfred William Alcock, 1859 - 1933

Alfred William Alcock was born at Bombay on June 23, 1859. He was the son of Capt. John Alcock, who, after a lifetime at sea in sailing ships, retired and lived at Blackheath. His mother was a daughter of one Christopher Puddicombe, the only son of a Devon squire, who had run away to sea in his boyhood. Alcock was educated at Mill Hill School, at Blackheath Proprietary School and at Westminster School. He had only been at Westminster for a year when, in 1876, financial losses forced his father to take him from school and to send him to India, to the Wynaad district in Malabar, where some relatives were engaged in coffee-planting. We have no particulars of Alcock’s school career, but the boy of 17 who took with him to the jungles of Malabar “ my Horace and my Homer, along with my Canterbury Tales and my Golden Treasury ” cannot have been an idle or reluctant pupil.