Drama, Education, and Social Change: the Debate Continues, 1

1986 ◽  
Vol 2 (7) ◽  
pp. 283-283
Keyword(s):  
Social Change ◽  
Department Of Education ◽  
Drama Education ◽  
Drama In Education ◽  
History Of ◽  
The Subject ◽  
Education And Social Change ◽  
The University ◽  
Widespread Interest ◽  
Selection Of

David Hornbrook's articles in NTQ4 and 5 offered a challenging perspective to the history of drama in education, a critique of present practice and practitioners, and some positive proposals for the future place of the subject in the curriculum. These have provoked widespread interest, and we are now publishing a first selection of comments from fellow drama in education workers, and offering a welcome to further contributions in subsequent issues. These initial responses are from David Morton, adviser to the Leeds City Council's Department of Education; Jon Nixon, a research fellow in the Department of Education at the University of Sheffield; and Tony Graham. Head of Drama at Haverstock School, in the Inner London Education Authority's area.

Drama, Education, and Social Change: the Debate Continues, 2

1986 ◽  
Vol 2 (8) ◽  
pp. 369-369
Author(s):  
Keyword(s):  
School Of Education ◽  
Drama Education ◽  
Drama In Education ◽  
Senior Lecturer ◽  
Educational Drama ◽  
History Of ◽  
The Subject ◽  
Education And Social Change ◽  
The University ◽  
Selection Of

David Hornbrook's articles in NTQ 4 and 5 offered a challengig perspective to the history of drama-in-education. a critique of present practices and practitioners. and some positive proposals for the future place of the subject in the clrriculum. These provoked Widespread interest and we published in NTO 7 a first selection of comments. We now continue the debate with comments from Gavin Bolton, Who has published Widely on educational drama and is Head of Drama and in the School of Education of the University of Durham. and Warwick Dobson. Senior Lecturer in Drama at Bradord and llkley College.

Drama, Education, and the Politics of Change: Part Two

1986 ◽  
Vol 2 (5) ◽  
pp. 16-25
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Current Practice ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
Educational Climate ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City

Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

Drama, Education, and the Politics of Change: Part One

1985 ◽  
Vol 1 (4) ◽  
pp. 346-358 ◽  
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
The Subject ◽  
The 1960S ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
The Way

Drama-in-education is a subject – or a set of theories – which became an educational discipline almost by historical accident, and about which strong feelings can still be aroused. That the arguments are too often confined to educationalists is symptomatic of the way the problems raised have seldom been shared with or considered by people working in professional theatre – and this in turn reflects the way that the subject has tended to be taught, with the emphasis strongly on its ‘educational’ rather than its ‘theatrical’ potential. Back in 1973. David Clegg's article ‘The Dilemma of Drama in Education’, in TQ9, caused a briefly wider flurry of interest, and in the present article David Hornbrook also attempts to put the subject into a contemporary critical perspective, looking here at what children are supposed to ‘learn’ and ‘experience’ through drama, and in the second part of his article, to follow in NTQ 5, examining present and future prospects for the subject. A repertory actor in the 1960s. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

In Search of a Radical Discourse for Theatre

1992 ◽  
Vol 8 (29) ◽  
pp. 34-47 ◽  
Author(s):  
Dorrian Lambley
Keyword(s):  
Social Change ◽  
Social Relations ◽  
Political Ideology ◽  
Doctoral Thesis ◽  
The Subject ◽  
The University

How to accommodate and utilize the insights and the methodology of marxism – and, simply, its potential as a vehicle for social change – at a time when the popular perception of its political ideology stands discredited? Dorrian Lambley explores the dilemma through the specifics of developments in British theatre since 1968 – the stifling of the early radical impulses under political and economic pressures, which has produced, at best, a sense of marginalization, at worst a conviction of impotence. In proposing ways of working within this situation, Lambley draws on the writings of dramatists such as Edward Bond to suggest that marxism must recognize the most important of the liberal humanist emphases – ‘the presence of the subject’, but perceived within a marxist understanding of social relations. Dorrian Lambley is presently working on her doctoral thesis in the University of Exeter, where she helped to organize the conference ‘Theatre and the Discourses of Power’, on which she wrote in the ‘Reports and Announcements’ section of NTQ28 (1991).

Astrobiology in Brazil: early history and perspectives

2012 ◽  
Vol 11 (4) ◽  
pp. 189-202 ◽  
Author(s):  
Fabio Rodrigues ◽  
Douglas Galante ◽  
Ivan G. Paulino-Lima ◽  
Rubens T.D. Duarte ◽  
Amancio C.S. Friaça ◽  
...  
Keyword(s):  
Formal Group ◽  
Scientific Production ◽  
Funding Agencies ◽  
First Occurrence ◽  
History Of ◽  
The Subject ◽  
Review Reports ◽  
Number Of Publications ◽  
Brazilian History ◽  
The University

AbstractThis review reports the Brazilian history in astrobiology, as well as the first delineation of a vision of the future development of the field in the country, exploring its abundant biodiversity, highly capable human resources and state-of-the-art facilities, reflecting the last few years of stable governmental investments in science, technology and education, all conditions providing good perspectives on continued and steadily growing funding for astrobiology-related research. Brazil is growing steadily and fast in terms of its worldwide economic power, an effect being reflected in different areas of the Brazilian society, including industry, technology, education, social care and scientific production. In the field of astrobiology, the country has had some important landmarks, more intensely after the First Brazilian Workshop on Astrobiology in 2006. The history of astrobiology in Brazil, however, is not so recent and had its first occurrence in 1958. Since then, researchers carried out many individual initiatives across the country in astrobiology-related fields, resulting in an ever growing and expressive scientific production. The number of publications, including articles and theses, has particularly increased in the last decade, but still counting with the effort of researchers working individually. That scenario started to change in 2009, when a formal group of Brazilian researchers working with astrobiology was organized, aiming at congregating the scientific community interested in the subject and to promote the necessary interactions to achieve a multidisciplinary work, receiving facilities and funding from the University de Sao Paulo and other funding agencies.

scholarly journals From the theory to practice: Five years of urban regeneration workshops

2018 ◽  
Vol 8 (3) ◽  
pp. 179
Author(s):  
Raimundo Bambó-Naya ◽  
Pablo De la Cal-Nicolás ◽  
Carmen Díez-Medina ◽  
Sergio García-Pérez ◽  
Javier Monclús-Fraga
Keyword(s):  
Urban Regeneration ◽  
Joint Work ◽  
Teaching Innovation ◽  
Academic Field ◽  
Future Challenges ◽  
Academic Courses ◽  
The Subject ◽  
The University ◽  
Previous Phase ◽  
Selection Of

The aim of this communication is to present the experience of four academic courses in the subject of Integrated Urban and Landscape Design, taught in the framework of the Master in Architecture of the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with approaches to teaching innovation in the academic field and in the topic of user participation.The workshop methodology is explained in detail, paying more attention to the process followed than to the specific results of the workshop. The different stages of the process are presented: previous phase and selection of the study area, phase of analysis and diagnosis, phase of proposals, where a joint work is carried out with vision of action in the whole of the neighbourhood, and phase of presentation of the results to the Neighbours. Finally, some future challenges of this workshop are outlined.

Life Assurance Underwriting

1954 ◽  
Vol 22 ◽  
pp. 165-264 ◽  
Author(s):  
A. Fergus Hewat ◽  
Colin S. Penn
Keyword(s):  
Life Assurance ◽  
History Of ◽  
The Subject ◽  
Selection Of

The name of Lewis P. Orr is an honoured one in the history of medico-actuarial literature. It may well be claimed that his paper on “The selection of lives”(T.F.A. 8, page 103) and the revised edition (T.F.A. 13, page 181) were for many years the standard British works on the medical aspects of life assurance underwriting. His earlier paper (T.F.A. 6, page 55) on “Research in life assurance”—submitted to the Faculty in 1911—may, in its consequences, have been even more important because it set the actuaries of the time thinking, and from that, years later, arose the Continuous Mortality Investigation of the Institute and Faculty of Actuaries; but it is with the subject of the two later papers that we are now concerned.

Hume and the Customary Causes of Industry, Knowledge and Humanity

2018 ◽  
pp. 184-207
Author(s):  
Christopher J. Berry
Keyword(s):  
Economic Development ◽  
Social Change ◽  
Human Nature ◽  
Subject Matter ◽  
Causal Analysis ◽  
Test Case ◽  
Treatise Of Human Nature ◽  
Scientific Analysis ◽  
History Of ◽  
The Subject

Examines Hume’s account of economic development as a subset of the history of civilisation, which is presented by him as a history of customs and manners. Since Hume believes that the subject matter of ‘economics’ is amenable to scientific analysis, the focus is on his employment of causal analysis and how he elaborates an analysis of customs as causes to account for social change. This is executed chiefly via an examination Hume’s Essays, though the History of England (as a test case) and the Treatise of Human Nature for its expression of Hume’s seminal analysis of causation are also incorporated.

The Colonial Experience in Education: Historical Issues and Perspectives. Edited by ANTONIO NÓVOA, MARC DEPAEPE, ERWIN V. JOHANNINGMEIER. (Pedagogica Historica: Supplementary Series, Vol. 1.) Gent: CSHP, 1995. Pp. 382. Belg. Fr. 1200 (ISSN 0030-9230; ISBN 90-800947-3-6).

1997 ◽  
Vol 38 (1) ◽  
pp. 123-177
Author(s):  
JOHN D. HARGREAVES
Keyword(s):  
History Of Education ◽  
Special Issue ◽  
International Conference ◽  
Supplementary Series ◽  
Colonial Experience ◽  
History Of ◽  
The University ◽  
Historical Issues ◽  
Selection Of

This special issue of Pedagogica Historica, a journal published from the University of Gent, presents a selection of eighteen papers from an international conference on the history of education held in Lisbon in 1993. The texts are in English and French, although there are no contributors from France or Britain. The contributions deal with general themes and European backgrounds as well as colonial experience. Six which relate to Africa will be briefly described here.

scholarly journals Special issue on Aspects of OV and VO order in the history of English

2005 ◽  
Vol 9 (1) ◽  
pp. 1-4 ◽  
Author(s):  
ANN TAYLOR ◽  
WIM VAN DER WURFF
Keyword(s):  
Large Body ◽  
Special Issue ◽  
Diachronic Syntax ◽  
University Of Leiden ◽  
History Of ◽  
The Subject ◽  
English Syntax ◽  
The University ◽  
Recent Monograph ◽  
Detailed Picture

Whether judged by the amount of intrinsic interest, the number of knock-on effects, or the sheer volume of scholarly work devoted to it, it seems safe to say that one of the major issues in English historical syntax is the shift from object–verb (OV) to verb–object (VO) order. Over the last three decades in particular, a large body of literature has grown up that has resulted in an increasingly detailed picture of this change. No doubt in part because the recent introduction of electronic corpora has provided a boost to data-oriented work, the popularity of this change shows no imminent signs of abating. Evidence for the continuing popularity of this topic was demonstrated at two conferences held at the University of Leiden Centre for Linguistics in 2003 (the second Holland–York Symposium on the History of English Syntax in April 2003, and the Conference on Comparative Diachronic Syntax in August 2003). Although neither of the meetings had the shift from OV to VO in English as a special theme, the conference programmes together included no fewer than eight papers on the topic. Seven of these can be found in this special issue, which aims to illuminate selected aspects of the alternation between OV and VO order in the history of English; the collection of articles is rounded off by a review of a recent monograph on the subject.

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