scholarly journals Buzzati Robots

Author(s):  
Matteo Torre

AbstractThis paper describes didactic and methodological choices on a course inspired by the story “The Seven Messengers” by Dino Buzzati. The aim is to investigate and introduce basic mathematics and physics skills. The project involves 35 students in the first year of the experimental “Liceo Matematico” school, promoted by the “G. Peano” Department of Mathematics of the University of Turin.

1967 ◽  
Vol 13 ◽  
pp. 167-191 ◽  

Jaroslav Heyrovský was born in Prague (in the Old Town, Křižovnická 14) on 20 December, 1890. He was the fifth child of Klára (born Hanlová) and JUDr. Leopold Heyrovský (1852-1924). His father was Professor of Roman Law of the University, which was at that time called the Czech Charles- Ferdinand University. His textbook The history and system of Roman law , went through five editions. He was a free thinker and advocate of Czech autonomy, a friend of T. G. Masaryk. His great grandfather JUDr. Ferdinand Heyrovský (1769-1839) was Mayor of Rokycany in South-West Bohemia. After attending the primary school Jaroslav went in 1901 for eight years to a secondary school, called the Akademicke Gymnasium. Even though the main stress in education at that time was on Latin and Greek, young Heyrovský showed a keen interest in the natural sciences. Mathematics and physics were his favourite subjects. In 1909 he passed his final examination (maturity examination) and matriculated in the Philosophical Faculty of the Czech University in Prague. In his first year he took courses in chemistry, physics and mathematics and was most deeply impressed by the lectures of B. Brauner on inorganic chemistry, as well as those of F. Záviška and B. Kučera on physics. He admired British natural scientists and in particular the recent achievements of Sir William Ramsay aroused his interest. He was therefore thankful when his severe father (who was a Rector, i.e. Vice-Chancellor, of the University at that time and was rather feared as examiner by the students) gave him permission to continue his studies in London. In 1910 he matriculated at University College, London. There he followed with great attention the lectures of Sir William Ramsay, and William C. McC. Lewis on general and physical chemistry, of F. T. Trouton and A. Porter in physics and L. N. G. Filon in mathematics.


2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.


2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.


2013 ◽  
Vol 42 (3) ◽  
pp. 37-42
Author(s):  
Ken Derry

Although none of the articles in this issue on the topic of religion and humor are explicitly about teaching, in many ways all of them in fact share this central focus. In the examples discussed by the four authors, humor is used to deconstruct the category of religion; to comment on the distance between orthodoxy and praxis; to censure religion; and to enrich traditions in ways that can be quite self-critical. My response to these articles addresses each of the above lessons in specific relation to experiences I have had in, and strategies I have developed for, teaching a first-year introductory religion course at the University of Toronto.


2018 ◽  
Vol 2 (01) ◽  
Author(s):  
Besin Gaspar ◽  
Yenny Hartanto

Recently the university students are required by their institutions to have the TOEFL score in the fisrt year or in the last year of their study before graduation. Some other higher institutions require their students to submit TOEIC, not TOEFL, before graduation. Companies, in the recruitment process, require the applicants to submit TOEFL score to show their level of English proficiency. The first question is which one is more appropriate for job applicants in the compay: TOEFL  or TOEIC. Another question for university students before graduation is whether to have TOEFL  in the first year or in the last year before graduation. This article aims at answering the two questions raised. The first part will give an overview of various versions of TOEFL  and  TOEIC  and the second part proposes the appropriate English proficiency test  for the recruitment process for new employees and for the university graduates, that is, TOEIC for the company  and TOEFL  for universities  and  colleges. 


2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.


2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.


1994 ◽  
Vol 20 (4) ◽  
pp. 439-455
Author(s):  
Barbara B. Blechner ◽  
Christie L. Hager ◽  
Nancy R. Williams

Health law and medical ethics are both integral parts of undergraduate medical curricula. The literature has addressed the importance of teaching law and ethics separately in medical school settings, yet there have been few descriptions of teaching law and ethics together in the same curriculum. A combined program in law and ethics required for first-year medical and dental students was developed and implemented by Professor Joseph (Jay) M. Healey, Jr., at the University of Connecticut Schools of Medicine and Dental Medicine from 1975 until his death in 1993. This Article describes the thirty-hour, interactive, case-based course he created. The course, Legal and Ethical Aspects of Medicine and Dental Medicine (LEA), has continued after Jay 's death, and is one of his many legacies to us. LEA consists of fifty-six actual and hypothetical cases written by Jay from which basic legal and ethical principles are extracted by participants and reinforced by instructors.


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