Childhood and student years

2021 ◽  
pp. 4-17
Author(s):  
A. J. Kox ◽  
H. F. Schatz

Chapter 1 briefly describes Lorentz’s background, family history, and childhood in Arnhem, providing a short description of this provincial town’s history. It goes on to describe Lorentz’s primary and secondary school years and his first steps on the path to becoming a famous scientist. Attention is given to the teachers and authors that inspired him, his student years at Leiden University, his achievement of a doctoral degree in record time, his work as a secondary school teacher, and his private activities in experimental physics. Context is given by a short historical sketch of the position of the University and the city of Leiden.

2021 ◽  
pp. 109-123
Author(s):  
Anna Kowalewska

This paper presents the scientific and educational activities of Professor Andrzej Jaczewski in the field of training pedagogues in the biological and medical foundations of development and upbringing. These activities were an important part of the concept of comprehensive student care advocated by Professor Jaczewski. His scouting experience, his work as a doctor, a secondary school teacher, or a research and didactic staff member at the Medical Academy and the Institute of Mother and Child at the University of Warsaw, as well as his cooperation with other research and teaching centres in Poland and abroad, played an important role in shaping his views on the training of pedagogues in medical issues. The paper presents the process of implementation and realisation of the subject “Biomedical foundations of development and upbringing” at pedagogical faculties in Poland with particular emphasis on the role of Professor Andrzej Jaczewski in this process. The article discusses activities concerning education in medical issues of the local and nationwide range carried out at the Faculty of Education of the University of Warsaw. Finally, Prof. Jaczewski’s suggestions and dreams concerning the future of the subject “Biomedical foundations of development and upbringing” in the education of pedagogues are referred to.


1958 ◽  
Vol 4 ◽  
pp. 291-305 ◽  

Arthur Elijah Trueman was born on 26 April 1894 at Nottingham. He was the son of Elijah Trueman and Thirza Gottee, who were both natives of Nottingham. He lived at various places near the borders of Nottingham which were always within easy reach of the country and he recorded that at an early age he was particularly interested in sketching from nature; this facility he retained throughout his life, many of his papers and books being illustrated by his own sketches and drawings. In later years, he was interested and adept in water-colours, especially landscapes, which gave pleasure to him and to his friends. In 1906, he gained a scholarship to High Pavement School, an old foundation established as a City Secondary School in Nottingham and he remained there for five years under the headmastership of Edwin Francis; before he left he had passed the Intermediate B.Sc. Examination of the University of London; it is indicative of his special interests at this time that he asked for a microscope as one of his prizes. The Field and Camera Club of the school exerted an important influence upon Trueman; he organized field excursions, and took an active part in exhibitions of natural history specimens. He also became secretary of the Nottingham branch of The Young Naturalists’' Association instituted by Percival Westall and visited other schools in the city on behalf of the Association. He took up the study of variation in the shell of the common banded snails, systematically collecting these shells and making careful distribution maps. This work resulted several years later in a short but interesting paper which is based upon a very large number of specimens. His interest in the variation in the form of shells and his assiduity in collecting them, which were to remain unabated throughout his life, were thus developed whilst he was a boy at school.


2015 ◽  
Vol 32 (1) ◽  
pp. 67-75
Author(s):  
Sally Cartwright

This paper, ‘A critical reflection on my learning and its integration into my professional practice’, was successfully submitted for a Master’s programme at the University of Bath (UK) in 2010, whilst Sally was working full-time as a teacher in a large secondary school in an English town 10 miles from the city of Bath. Sally died of a brain tumour in 2013. By making her writings public she offered the knowledge she created as a gift to the development of the educational knowledge-base of professional educators. While the detail of practice, procedures, policies and regulations change, the learning she offers is as relevant today as it was then. Teachers continue to experience tensions, as Sally did, in trying to be true to their values and improve the educational experience of their students in contexts dominated by economic rationalism. Sally’s account will particularly resonate with teachers who are committed as professional educators to struggling to develop their professional knowledge and contribute to evolving, rather than revolving, educational practice that contributes to the flourishing of their students.


Magyar Nyelv ◽  
2020 ◽  
Vol 116 (3) ◽  
pp. 351-362
Author(s):  
Klára Korompay

Géza Bárczi is a prominent figure of Hungarian linguistics; he had an influential role in the history of that discipline both as a professor and as a researcher. The present commemoration was written by one of his former students, someone who knew him closely and finds it important to pass on the memory of her mentor. The paper enumerates the main events of Géza Bárczi’s professional life (from being a secondary school teacher to leading the department of Hungarian linguistics at the University of Debrecen and then at ELTE) and gives a broad picture of the various areas of his work, which covers almost all of the subfields of Hungarian language history (such as phoneme history, historical morphology, lexicology etc.). Géza Bárczi is also considered to be a great synthesis maker, something which particularly shows up in two of his works: he is the author of the first thorough etymological dictionary of the Hungarian language (1941) and of an extensive monograph called A magyar nyelv életrajza (A Biography of the Hungarian Language). He also had an important role in the Society of Hungarian Linguistics, of which he was the president for 17 years. His lectures were unforgettable experiences for his students: he was always seeking for the truth in his research and his way of presentation was always known for its crystal clear logic and elegant style.


Author(s):  
Vicenta Verdugo Martí ◽  
Patricia Moraga Barrero

This paper describes the creation of Florida Universitaria CRAI’s Catálogo de la mujer. Florida is an educational cooperative set up in the region of Valencia in the 1970s, a time when many projects were launched in an attempt to change and modernize approaches to teaching. Since its inception, the values that have underpinned its work have been a management style based on democratic practices, secularism, the promotion of the Valencian language and coeducation, and the application of the Mondragón business model. These values have also shaped the creation of the bibliographical archives belonging to the CRAI-Bibilioteca and the rest of the cooperative’s libraries. Since the first professional training programmes in 1977-1978, the cooperative has adapted the courses on offer to the needs of its public (and also in line with its budget). Florida Universitària came into being in the early 1990s, as an associated centre attached to the Valencia’s two main universities (the University of Valencia and the Polytechnic University). Finally, the language centre was founded in 1994. La Florida is based in Catarroja, a town in the Horta Sud of Valencia, where secondary school studies, language teaching and university courses are taught at three different sites. These centres were created at different stages of the cooperative’s history, building on the original secondary school and expanding to cover the teaching needs of a group of villages located some way away from the city, and responding to the rising demands of the area’s industrial sector.


2016 ◽  
Vol 13 (3) ◽  
pp. 122-126
Author(s):  
Vincentas Lamanauskas

Dr. Andrej Šorgo is Associate Professor of Biology Didactics at the Faculty of Natural Sciences and Mathematics, and a part time researcher at the Faculty of Electrical Engineering and Computer Science, University of Maribor. He got his Masters and PhD degrees in Biology from the University of Ljubljana. He has published textbooks and research articles and presented his work at a number of conferences. He has additionally over 20 years of experience as a secondary and higher vocational school teacher. He has won the award “Most innovative secondary school teacher”. More information is available online at: http://biologija.fnm.uni-mb.si/index.php?option=com_content&view=article&id=55&Itemid=7&lang=en


2017 ◽  
Vol 62 (0) ◽  
pp. 86-111
Author(s):  
Kalina Bartnicka

In 1918, Poland’s education authorities began to build a uniform school system. Improving secondary education and organising teacher education were important tasks. In the 1870s education in Galicia was Polonised (including universities in Cracow and Lviv), and a system of secondary school teacher education was established. Candidates were educated at university philosophical faculties. Qualifications were obtained after passing state examinations in content knowledge and pedagogical knowledge. University studies in the Second Polish Republic were organised according to the principles of “free study”, which educated researchers. A vast majority of students undertook studies to prepare for the teaching profession. The article deals with the adjustment of ministerial regulations and studies at the Faculty of Philosophy (later Faculty of Humanities and Faculty of Mathematics and Natural Sciences) at the University of Warsaw to the needs of vocational education of teachers. Since 1926, future researchers and future teachers were subject to the Master’s degree regulations. The choice of career in teaching or in academia began only after obtaining a Master’s degree. Additionally, teachers needed to acquire theoretical and practical pedagogical qualifications: during a one-year or two-year pedagogical program organised by Bogdan Nawroczyński at the Faculty of Humanities. This period saw the development of pedagogical research and an increased interest in pedagogy.


1968 ◽  
Vol 14 ◽  
pp. 390-416 ◽  

J. Robert Oppenheimer died on 18 February 1967 in Princeton, N.J. More than any other man, he was responsible for raising American theoretical physics from a provincial adjunct of Europe to world leadership. Robert Oppenheimer was born on 22 April 1904 in New York. His father, who had come to the United States from Germany at the age of 17, was a prosperous textile importer. By inheritance, Robert was well-to-do all his life. The father was quite active in many community affairs, and much interested in art and music. He had a good collection of paintings, including three Van Goghs. Oppenheimer’s mother, Ella Freedman, came from Baltimore. She was a painter who had studied in Paris, and was a very sensitive person. Robert had one younger brother, Frank, who also became a physicist; he is Professor of Experimental Physics at the University of Colorado, Boulder, Colo. Oppenheimer had close ties both with his parents and his brother. As a boy, Robert was already most interested in matters of the mind. He attended the Ethical Culture School in New York, one of the best in the city. He was more interested in his homework, in poetry and in science than in mixing with other boys. He has said, ‘It is characteristic that I do not remember any of my classmates.’


Author(s):  
Tiit Rosenberg ◽  
Priit Pirsko

Aadu Must, an Estonian politician and the University of Tartu’s first Professor of Archival Studies, turned 65 on 25 March. When he went to study history at Tartu State University in 1973, Must initially proceeded along the paths of settlement history under the supervision of Professor Herbert Ligi. Over the years, the range of topics that he has dealt with has grown a great deal, encompassing family and local neighbourhood history, the colonial policy of the tsarist empire and Soviet repressions, the Estonian diaspora and Baltic German compatriots, and much more. After completing his basic university education, Must became Professor Ligi’s assistant at the university, a lecturer at the Department of General History, and later senior lecturer (1976–87). The history of the factory and town of Sindi, located in the vicinity of his home in Pärnu County, emerged at the centre of his attention, culminating in the completion of a monograph on this subject in 1985. At the end of the 1980’s, Must actively set about having his say in the ensuing political struggle, participating first in the Estonian Popular Front. He also worked for six months in Stockholm in 1991, setting up the Republic of Estonia’s information bureau there, which developed into Estonia’s embassy when the country’s independence was restored. Upon his return from Stockholm, he continued his usual work as a university lecturer while also continuing to participate in politics as time permitted, this time as a member of the Estonian Royalist Party. Since 1996, Must has been active primarily as a leading member of Estonia’s Centre Party, serving as a member of its council and board of directors, and as head of the party’s Tartu section. Must has also served as chairman of Tartu’s municipal council in 2002–07, 2009–11 and 2013–15. The intervening time periods have also included work in the Estonian Parliament, where he has served primarily on the cultural commission. At the same time, he has consistently continued his work at the university, where he built up and headed the Chair of Archival Science (1993–2014) and also served as head of the University of Tartu History Department in the interval 2004–06. In the 1990’s he completed a monograph of Estonian family names, which was issued on CD-ROM as an electronic publication (Corpus Nominum Gentilium Estonicorum). Aadu Must subsequently wrote out his broad knowledge and experiences of the study of family and local neighbourhood history in systematised form, publishing in the year Sources for the Family History of Estonians, a book providing instruction on historical sources. A new, updated edition of this book with a somewhat more popular and less academic approach (Handbook for the Researcher of Family History) was published in 2014. In the 1990’s, Must also began researching the repressive policies of the Soviet regime. Of his students, Aigi Rahi-Tamm defended her doctoral degree in 2004 (Post-Second World War Mass Repressions in Estonia: Sources and State of Research), Lea Leppik defended her dissertation in 2006 (Social Mobility of Employees of the University of Tartu in 1802–1918), and Indrek Paavle defended his doctoral dissertation in 2009 (Sovietisation of Local Administration in Estonia 1940–1950). Aadu Must is without a doubt the prime expert on Estonia’s archives and on archives concerning Estonians. As a historian and professor of archival studies, he has always been concerned by the condition of archives and access to historical sources. As a politician, he has time and again stressed the importance of the archive as an attribute of state. Must was one of the persons who drafted Estonia’s Archives Act. The gathering of material related to Estica in both the east and the west, however, has become his biggest project. This undertaking that has expanded from its initial form as the history of the fate of repressed Estonians to the current more general research of the diaspora of Estonians and persons from Estonia in the former Russian and Soviet empires has taken him to archives in St. Petersburg, Novgorod, Pskov, Tomsk, Omsk, Irkutsk, Krasnoyarsk, Vladivostok, Kazakhstan and elsewhere in Russia. All of this has placed an extensive base of sources at his disposal for planning and carrying out large-scale research projects. In recent years, many substantial studies have started emerging from Must’s pen on the history of Estonian settlers and settlements, Estonians who made careers in Russia, and Baltic German compatriots who shaped the Russian Empire’s colonial policy. Starting up the Kleio periodical for historians in 1988 is also part of the enumeration of A. Must’s accomplishments. Ten years later, Kleio restored itself as the successor of the Ajalooline Ajakiri (Estonian Historical Journal) that was first started up in 1922. Must was also part of the group that relaunched the Akadeemiline Ajalooselts (Academic Historical Society), which had been shut down in 1940.


2018 ◽  
Vol 5 ◽  
pp. 238212051773877
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Zubing Luo ◽  
Felix Kondwani Maulidi

About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.


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