Seeing the Big Picture

2001 ◽  
Author(s):  
Leslee Bartlet
Keyword(s):  
Internal Structure ◽  
Subject Matter ◽  
Educational Philosophy ◽  
Community Of Learners ◽  
Group Discussions ◽  
Initial Impression ◽  
Big Picture ◽  
First Time

When someone walks into our community of learners for the first time, his or her initial impression is often one of chaos. How can you tell what anyone is doing? Why are those children under the table? Who is watching the ones in the hall? The range of activity may include a lone reader curled high in a loft, an animated group involved in a dice game, or several students in elaborate costume refining the dialogue of their latest play. A visitor may also be hard put to identify the teacher among the four or five adults scattered throughout the room. That suited gentleman on his knees by the computers? The guy in jeans and T-shirt at a table, laughing with five children over a storybook? The woman in a flowing skirt sitting cross-legged on the floor, surrounded by young mathematicians intently measuring their row of brightly colored cubes? All look equally engaged with the students—no one is sitting at the desk in the corner! If the visitor pauses more than a moment or two, however, at least one of the adults (and, most likely, several children) will excuse him- or herself from the group and approach the newcomer: While from the outside it may seem impossible to detect much of anything, once you're in the know—on the inside—the slightest variation in activity is immediately apparent. All well-run classrooms, regardless of educational philosophy, have a highly developed internal structure that is invisible to the uninitiated, consisting of the philosophy and practices that help participants determine expectations for themselves and others. These are the “cultural” guidelines—surrounding subject matter, group discussions, playtime, and so on—that allow students to settle into a familiar pattern and free them to explore their learning. This internal structure determines how children learn with their teacher, each other, the parents, and the materials they use in the classroom. It's the structure that sets up boundaries for communication, outlining when and how students relate to one another during the day.

scholarly journals An exceptionally preserved conulariid from Ordovician erratics of Northern European Lowlands

PalZ ◽  
2021 ◽  
Author(s):  
Consuelo Sendino ◽  
Martin M. Bochmann
Keyword(s):  
Internal Structure ◽  
Late Pleistocene ◽  
Point Of View ◽  
Three Dimensions ◽  
Northern European ◽  
Current Location ◽  
Transport Direction ◽  
First Time ◽  
Erratic Boulder

AbstractA conulariid preserved in three dimensions from Ordovician fluvioglacial erratics of the Northern European Lowlands (North German Plain) is described under open nomenclature. It is assigned to the genus Conularia with similarities to Baltoscandian conulariids. The lithology of the erratic boulder and fauna contained in it provide important information on the origin and transport direction of the sediment preserved in a kame from the Saalian glaciation. This paper deals with the site of origin of the boulder in Baltoscandia analysing the comprised palaeofauna, from a palaeostratigraphic and palaeogeographic point of view, from its deposition in Ordovician times until its arrival at its current location in the Late Pleistocene. It also reveals for the first time the internal structure of the conulariid aperture.

Paris Embraces Modern Art – But Not in Court: Opinion on the Cour d’Appel de Paris Decision – Jeff Koons v Franck Davidovici

2021 ◽  
Author(s):  
Moritz Sutterer
Keyword(s):  
Subject Matter ◽  
Modern Art ◽  
Applicable Law ◽  
Traditional Notion ◽  
The Us ◽  
Exceptions And Limitations ◽  
The Subject ◽  
First Time ◽  
Jeff Koons ◽  
Court Of Appeal

Abstract In February 2021 the Paris Court of Appeal (Cour d’appel de Paris) rendered a decision against the US artist Jeff Koons, holding that he had infringed copyright relating to an advertisement photography that was more than 30 years old. Jeff Koons is famous for his Neo-pop Appropriation art – kitsch for some, a provocative breach with the traditional notion of art for others. It was not the first time Koons has had to defend his work in court. The French decision is particularly interesting, however, as it shows a very narrow understanding of the copyright exceptions. It is an illustrative example of the issues resulting from CJEU’s approach in Pelham, Spiegel Online and Funke Medien, where the Court held that once the recognisability of original elements has been established, the only way out of the infringement leads through the formal exceptions and limitations of the InfoSoc Directive. Based on the decision, I will reflect on the openness of copyright for art-specific forms of referencing and in particular analyse the subject matter and scope of the parody exception and contrast it with less formal approaches to consider new creative elements. I will also analyse the question of applicable law in internet cases.

scholarly journals Quality Assurance for Reusable Learning Objects on a Peer-To-Peer Network

2016 ◽  
Vol 11 (10) ◽  
pp. 4 ◽  
Author(s):  
Rajendra G. Singh ◽  
Margaret A. Bernard
Keyword(s):  
Subject Matter ◽  
Learning Objects ◽  
Peer To Peer ◽  
P2p Network ◽  
Subject Matter Experts ◽  
Reusable Learning Objects ◽  
Peer Network ◽  
First Time ◽  
Peer To Peer Network

In this research, improving on the quality of Reusable Learning Objects (RLOs) on a Peer-To-Peer (P2P) network is considered. The RLO was first redesigned to have a fundamentally inherent pedagogical structure, which gave it an immediate foundational level of quality in terms of opportunities related to reusability. Applying the Learning Object Review Instrument 1.5 (LORI 1.5) demonstrated that some of the elements are inherent in this new RLO design, so there was no need to constantly have such features evaluated with LORI. A modified LORI was therefore developed in order to evaluate the remaining features of the RLO. The research identified these remaining elements to produce a Review Rubric for scoring the RLO’s quality. In addition, an algorithm is given which considers one or more subject-matter experts as part of a review process. Utilizing the subject-matter experts in a P2P network involved the creation of special nodes to ensure data integrity and post-availability of the review scores for RLOs. The research concludes that the redesigned RLOs along with the corresponding Review Rubric and scoring algorithm produces a system suitable for a P2P network, where for the first time, RLOs can be shared of assured quality to promote eLearning within P2P networks.

Classical Literature: The Critical Task Ramus Ten Years

Ramus ◽  
1981 ◽  
Vol 10 (2) ◽  
pp. 105-111
Author(s):  
A. J. Boyle
Keyword(s):  
Subject Matter ◽  
Necessary Conditions ◽  
Literary Work ◽  
Classical Literature ◽  
Historical Scholarship ◽  
Its Analysis ◽  
Roman Literature ◽  
Casual Reader ◽  
Critical Task ◽  
First Time

We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd to know the place for the first time.T. S. Eliot, Little Gidding (1942)It has been a busy decade. Approximately a hundred essays on Greek and Roman literature, from Homer to Nonnus, from Plautus to Claudian, a monograph on Euripides, thematic issues on Ancient Pastoral and Virgil's Georgics, work informed by a vigorous — and one hopes invigorating — sense of the humane value of classical literature and its analysis, but exhibiting in discussion of the ancient texts themselves considerable diversity of approach, emphasis, method. It would be obvious to the most casual reader that Ramus has eschewed the sterile path of the construction of its own methodological orthodoxy. The formal parameters for inclusion have been far more demanding — and important — than methodological consonance: substantiality of subject-matter and treatment; stringency, relevancy and coherence of argumentation; centrality and concentration of critical focus; significant and significantly original illumination of text; soundness of philological and historical scholarship; judiciousness of critical eye. The issue of critical focus, that is to say, of discrimination, merits emphasis. It is a truism to say that relegation of the peripheral to the peripheral, of the ancillary to the ancillary, are necessary conditions for the elucidation of any literary work. But it is a truism often ignored.

scholarly journals Ten books

2004 ◽  
Vol 184 (05) ◽  
pp. 457-460 ◽  
Author(s):  
George Szmukler
Keyword(s):  
Subject Matter ◽  
Journal Articles ◽  
New Knowledge ◽  
Big Picture ◽  
The Subject

It is to see the ‘big picture’ that I read psychiatric books – to see the wood despite the trees. Forests of the latter are felled to keep us abreast of new knowledge in the form of mostly ephemeral journal articles. By the ‘big picture’ I mean principles and assumptions: the methods we use to understand the subject matter, the key organising ideas, analyses of the contexts in which we practise (social, political and ethical), and so on.

scholarly journals Teacher-Centered vs. Student-Centered

2019 ◽  
Vol 11 (2) ◽  
pp. 16-40 ◽  
Author(s):  
Lawrence Muganga ◽  
Peter Ssenkusu
Keyword(s):  
Focus Group ◽  
Educational Philosophy ◽  
Research Approach ◽  
Learning Approaches ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Centered ◽  
Teaching Activities ◽  
Course Content ◽  
Teacher Centered

Wright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questionnaires. From among the 54 students, eight were chosen for focus group discussions. Students provided information about course content, educational philosophy, and teaching activities. In the area of course content, students reported that course completion and examination results outweighed skill development. The results for educational philosophy showed that the preparation of compliant citizens took precedence over the development of self-reliant individuals. Finally, the findings for teaching activities indicated that while teacher-centered tasks still predominated, several students had been exposed to some student-centered activities.

scholarly journals Views of First-Time Expectant Mothers on Breastfeeding: A Study in Three Health Facilities in Accra, Ghana

2017 ◽  
Vol 2017 ◽  
pp. 1-6 ◽  
Author(s):  
Freda Intiful ◽  
Claudia Osei ◽  
Rebecca Steele-Dadzie ◽  
Ruth Nyarko ◽  
Matilda Asante
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Sources Of Information ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Study Approach ◽  
Adequate Education ◽  
Expectant Mothers ◽  
First Time ◽  
Intention To Breastfeed

The objective of this study was to evaluate the views of first-time expectant mothers on breastfeeding. A qualitative study approach using focus group discussions was used to solicit the views of 25 expectant first-time mothers. The results indicated the intention to breastfeed, though some were willing to opt for formula feeding when the need arises. Knowledge on breastfeeding issues was minimal among this group. Common sources of information on breastfeeding issues were obtained from home (relatives), hospital, and television. The need to support and provide adequate education on breastfeeding issues is critical among this category of women.

Materi Dalam Filsafat Pendidikan Islam

2018 ◽  
Vol 10 (2) ◽  
pp. 297-312
Author(s):  
Muhammad IWan Abdi
Keyword(s):  
Subject Matter ◽  
Educational Philosophy ◽  
Islamic Education ◽  
Critical Groups ◽  
Historical Source ◽  
Historical Sources ◽  
Basic Principles ◽  
Education Philosophy ◽  
Man And Nature ◽  
The Subject

Islamic education philosophy is an educational philosophy based on Quran and al-Sunnah as a source of Islamic teachings. In addition, Islamic education philosophy also adopts sources from others that are not contrary to Islamic teachings. Thus, the source of guidance for Islamic education philosophy consists of two categories: the source of normative and historical sources. Normative sources are sources derived from the Quran and al-Sunnah (nash); while the historical source is a thought about the philosophy of Islamic education adopted from outside of Islamic teachings. Thus, there are three schools in the philosophy of Islamic education: the liberal, conservative, and critical groups that combine the two earlier groups (sholih li kulli zaman wa makan). This paper will discuss the subject matter of Islamic education philosophy and the sources of the three groups of flow by discussing the elements contained in the teachings of Islam, such as God, man, and nature. The purpose of this paper is to provide an understanding that the basic principles contained therein can be applied in Islamic education

scholarly journals Studies on Marine Flagellates IV. Morphology and Microanatomy of a new Species of Chrysochromulina

1958 ◽  
Vol 37 (1) ◽  
pp. 209-228 ◽  
Author(s):  
Mary Parke ◽  
Irene Manton ◽  
B. Clarke
Keyword(s):  
Electron Microscopy ◽  
New Species ◽  
Internal Structure ◽  
Surface Membrane ◽  
The Body ◽  
Diagnostic Characters ◽  
Unsaturated Fat ◽  
Fat Bodies ◽  
First Time ◽  
A New Species

The description of a new species of the genus Chrysochromulina, C. chiton, includes for the first time some evidence from the electron microscopy of sections in addition to the techniques previously used. Important diagnostic characters are the exceptionally large scales, which are shown to be of two kinds, the larger being saucer-shaped, and the smaller plate-like with a narrow rim flexed towards the upper surface; the structure and arrangement of the two types of scale on the body are described. Anatomical facts are given for the first time for the internal structure of the haptonema; in this species this organ consists of three concentric membranes surrounding a ring of seven fibres or tubes, the centre of the haptonema being hollow; this combination of characters distinguishes the organ fundamentally from a flagellum. Microanatomical facts are also given for the following major cell organs: the nucleus, the chromatophores including the pyrenoids, mitochondria, putative golgi material, muciferous bodies, the flagellar bases (preliminary observations only). Other distinguishable cytoplasmic components include the surface membrane, unsaturated fat bodies, vesicles of various kinds and granular protoplasm in the interstices.

Subject to Emotion: Exploring Madness inOrestes

1993 ◽  
Vol 43 (1) ◽  
pp. 32-46 ◽  
Author(s):  
Z. Theodorou
Keyword(s):  
Subject Matter ◽  
Social Influences ◽  
The Other ◽  
Greek Literature ◽  
Human Response ◽  
Contributing Factors ◽  
Mental Disturbance ◽  
Internal Forces ◽  
First Time ◽  
Human Emotionality

Madness and emotion could be said to share, to a certain extent, their definition as kinds of human response to influences from their environment. The connection between madness and emotion is stressed in modern psychological observations establishing strong links between the causation of madness and human emotionality. Despite the fact that similar insights were absent from Greek medical theorists, or indeed from other contemporary writers, this would come as no surprise to either Sophokles or Euripides. Both tragedians handled their material in such a way as to demonstrate how the strong pressures of familial or social influences can lead to mental disturbance. While it is most probably Sophokles who, for the first time, turns to the influence of internal forces in the process of madness, the lack of subject matter in his surviving plays allows us little scope for further comparison. On the other hand, Euripides seems to have dedicated more of his portrayals to madness. These portrayals offer an almost unique opportunity to examine the introduction, not only in drama but perhaps in the whole of Greek literature, of the emotions as contributing factors in madness.

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