scholarly journals Hector Munro Macdonald, 1865-1935

1935 ◽  
Vol 1 (4) ◽  
pp. 550-558
Keyword(s):  
Royal Academy ◽  
Grammar School ◽  
University Professors ◽  
The University

Hector Munro Macdonald was born in Edinburgh in 1865, the son of Donald MacDonald, originally of Kiltearn, Ross-shire, and his wife Annie, daughter of Hector Munro of Kiltearn. Hector’s earliest education was in Edinburgh, but after the removal of his parents to Fearn, in Easter Ross, he went to school there, and afterwards to the Royal Academy, Tain, Old Aberdeen Grammar School, and the University of Aberdeen, where he graduated in 1886 with First-Class Honours in Mathematics and won a Fullerton Scholarship. Of the Aberdeen honours graduates in Arts of his year—twenty-two in all—six went on to Oxford or Cambridge, and of these, four ultimately became Fellows or University Professors. Macdonald proceeded to Clare College, Cambridge, taking the Mathematical Tripos in 1889. The list of Wranglers was one of considerable distinction ; Sir Gilbert Walker was senior, Sir Frank Dyson second, Macdonald fourth, and A. S. Ramsey (President of Magdalene) sixth. He was elected to a fellowship at Clare in 1890, and in 1891 was awarded a Smith’s Prize for an essay on “Stress in the Dielectric.”

scholarly journals Samuel Phillips Bedson, 1886-1969

1970 ◽  
Vol 16 ◽  
pp. 14-35
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
General Education ◽  
Grammar School ◽  
Preparatory School ◽  
Postgraduate Study ◽  
Manual Skills ◽  
One Year ◽  
The University ◽  
Newcastle Upon Tyne

Samuel Phillips Bedson was born on 1 December 1886 in Newcastle upon Tyne. His father, Peter Phillips Bedson, was born in Manchester, educated at Manchester Grammar School and studied chemistry under Sir Henry Roscoe at Owens College, later Manchester University. After a period of postgraduate study at the University of Bonn, Peter Bedson returned to this country and was appointed to the Chair of Chemistry in the University of Durham (Durham College of Science, Newcastle upon Tyne). He held this Chair for 37 years until his retirement in 1921. His wife was the daughter of Samuel Hodgkinson, cotton spinner (Hollins Mill Co.) of Marple, Cheshire. There were three children of this marriage, Sam being the second. Along with his elder brother and four other boys he was educated privately until the age of ten. Then after one year at Newcastle Preparatory School he went to Abbotsholme School in Derbyshire where he spent the next six years. This school had been founded by Cecil Reddie as an experiment in secondary education because of his dissatisfaction with the narrowness of the curriculum in most Public Schools. Reddie planned ‘a programme of general education catering for physical and manual skills, for artistic and imaginative development, for literary and intellectual growth and for moral and religious training’.

scholarly journals Is remote and distance teaching during the COVID-19 pandemic related to the university professors’ weight gain, body mass index changes, hearing complaints, and self-perception of voice?

Revista CEFAC ◽  
2021 ◽  
Vol 23 (5) ◽  
Author(s):  
Luciana Lozza de Moraes Marchiori ◽  
Glória de Moraes Marchiori ◽  
Matheus Lindofer Rodrigues ◽  
Priscila Carlos ◽  
Nicoli Meurer Cordova ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Weight Gain ◽  
Body Mass ◽  
Distance Teaching ◽  
Self Perception ◽  
University Professors ◽  
Index Changes ◽  
The University ◽  
Gain Body Mass

The Efficiency Of Higher Education Institutions: Evaluation And Management Of Managers

2021 ◽  
Vol 38 (4) ◽  
Author(s):  
Olesia Tomchuk ◽  
Viktoriia Tserklevych ◽  
Olena Hurman ◽  
Valentin Petrenko ◽  
Kateryna Chymosh
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Higher Education Institutions ◽  
Key Performance Indicators ◽  
Point Of View ◽  
Teaching Staff ◽  
University Professors ◽  
Business Entities ◽  
Management Functions ◽  
The University

The article discusses the potential opportunities for leaders of higher education to monitor and implement development management functions using a system of key performance indicators, which is often used by various business entities. The authors adapted it to the needs of higher education institutions, integrating them with their characteristics.The formation of a system of key performance indicators in the article is disclosed from the point of view of improving the management system and motivation of the management and teaching staff of higher education. Approbation of the proposed methodology was implemented in the Institution of Higher Education, where it showed its effectiveness. The new system allowed the university professors to influence directly on the bonus part of income through their own work and efficiency.

Anthony David Nuttall 1937–2007

2009 ◽  
Author(s):  
Laurence Lerner
Keyword(s):  
Present State ◽  
Literary Theory ◽  
Grammar School ◽  
Classical Education ◽  
University Of Oxford ◽  
Vice Chancellor ◽  
Essay On Man ◽  
The University

Anthony David Nuttall (1937–2007), a Fellow of the British Academy, was born on April 25, 1937, and grew up in Hereford. He attended Hereford Grammar School and then Watford Grammar School, where he received a thorough, old-fashioned classical education. Nuttall then went to Merton College in the University of Oxford, where he met his lifelong friend Stephen Medcalf. In 1962, he was appointed lecturer in English at the new University of Sussex, rising to professor ten years later, and in 1978 he became Pro-Vice-Chancellor. After twenty-two years teaching at Sussex, Nuttall applied for a fellowship at New College, Oxford. Common Sky (1974) was the book in which he emerged as a critic with a distinctive and compelling way of looking at literature. Another book, Overheard by God (1980) is about George Herbert's poetry, but its first, riveting sentence displays the brilliance of its immodesty. In New Mimesis (1983), Nuttall discusses the present state of literary theory. He also wrote Essay on Man (1984), The Alternative Trinity (1998), and The Stoic in Love (1989).

“Should I Go to Ireland or Mexico?”

2018 ◽  
pp. 1868-1885
Author(s):  
Scott L. Roberts ◽  
Kristina Rouech
Keyword(s):  
Study Abroad ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Education Students ◽  
Study Abroad Programs ◽  
University Professors ◽  
The University ◽  
The Impact ◽  
First Time ◽  
Further Development

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.

From Digital Distraction to Digital Motivation

2022 ◽  
pp. 205-222
Author(s):  
María A. Pérez-Juárez ◽  
Javier M. Aguiar-Pérez ◽  
Javier Del-Pozo-Velázquez ◽  
Miguel Alonso-Felipe ◽  
Saúl Rozada-Raneros ◽  
...  
Keyword(s):  
Higher Education ◽  
College Campuses ◽  
Smart Phones ◽  
University Professors ◽  
Academic Activity ◽  
Use Of Technology ◽  
The University ◽  
University Classrooms ◽  
Student Instructor

The presence of technology on college campuses has increased rapidly in recent years. Students come to the classroom with a variety of technological devices including smart phones, tablets, or laptops and use them during academic activity. For this reason, there are many researchers who, in recent times, have been interested in the problems derived from digital distraction in higher education. In many cases, researchers have conducted studies and surveys to obtain first-hand information from the protagonists, that is, from university professors and students. Despite the efforts, there are many questions that still remain unanswered. The authors are aware of the enormous challenge that the use of technology poses in the university classrooms and want to delve into the causes and consequences of student digital distraction and the strategies that can be used by instructors to curb student digital distraction without deteriorating student-instructor rapport in the context of higher education.

scholarly journals Affordable Rotating Fluid Demonstrations for Geoscience Education: The DIYnamics Project

2018 ◽  
Vol 99 (12) ◽  
pp. 2529-2538
Author(s):  
Spencer A. Hill ◽  
Juan M. Lora ◽  
Norris Khoo ◽  
Sean P. Faulk ◽  
Jonathan M. Aurnou
Keyword(s):  
Science Teachers ◽  
Low Cost ◽  
Baroclinic Instability ◽  
Science Outreach ◽  
University Professors ◽  
Public Science ◽  
Do It Yourself ◽  
K 12 ◽  
University Course ◽  
The University

AbstractDemonstrations using rotating tanks of fluid can help demystify otherwise counterintuitive behaviors of atmospheric, oceanic, and planetary interior fluid motions. But the expense and complicated assembly of existing rotating table platforms limit their appeal for many schools, especially those below the university level. Here, we introduce Do-It-Yourself Dynamics (DIYnamics), a project developing extremely low-cost rotating tank platforms and accompanying teaching materials. The devices can be assembled in a few minutes from household items, all available for purchase online. Ordering, assembly, and operation instructions are available on the DIYnamics website. Videos using these and other rotating tables to teach specific concepts such as baroclinic instability are available on the DIYnamics YouTube channel—including some in Spanish. The devices, lesson plans, and demonstrations have been successfully piloted at multiple middle schools, in a university course, and at public science outreach events. These uses to date convince us of the DIYnamics materials’ pedagogical value for instructors from well-versed university professors to K–12 science teachers with little background in fluid dynamics.

scholarly journals David Gwynne Evans, 6 September 1909 - 13 June 1984

1985 ◽  
Vol 31 ◽  
pp. 172-196
Keyword(s):  
Physical Chemistry ◽  
Royal Society ◽  
Whooping Cough ◽  
Early Years ◽  
Grammar School ◽  
The Public ◽  
The Third ◽  
North Wales ◽  
University Department ◽  
The University

David Gwynne Evans was born in Atherton, near Manchester, on 6 September 1909 of Welsh parents; his father, a schoolmaster, was from Pembrokeshire and his mother from Bangor, North Wales. He was the third of four children in a distinguished family. His older brother, Meredith Gwynne, became Professor of Physical Chemistry in Leeds and later in Manchester and was a Fellow of the Royal Society. His sister, Lynette Gwynne, took a degree in modern languages at Manchester University and taught in girls’ high schools. His younger brother, Alwyn Gwynne, after holding a lectureship in Manchester University was appointed to the Chair of Physical Chemistry in Cardiff University. David left Leigh Grammar School in 1928 at the age of 18 years and worked for two years in a junior capacity for the British Cotton Growers’ Association at the Manchester Cotton Exchange. However, when Alwyn went up to Manchester University in 1931, David decided to go with him and both graduated B.Sc. in physics and chemistry three years later and M .S c. after a further year. At this time Professor Maitland in the Department of Bacteriology wanted a chemist to help in the public health laboratory which was run by his department. Professor Lapworth recommended David for the post and thus David entered the field of bacteriology and immunology, to which he was to contribute so much. He was appointed Demonstrator and soon afterwards Assistant Lecturer in the University Department. During these early years he worked with Professor Maitland on the toxins of Haemophilus pertussis (now Bordetella pertussis ) and related organisms, work that provided a sound basis for his subsequent interest in whooping cough immunization and later for his abiding interest in vaccination against other diseases and in the standardization of vaccines and antisera.

John James Rickard Macleod, 1876-1935

1935 ◽  
Vol 1 (4) ◽  
pp. 584-589
Keyword(s):  
Royal Society ◽  
Early Death ◽  
Early Age ◽  
Grammar School ◽  
University Of Toronto ◽  
Medical College ◽  
Mcgill University ◽  
The University ◽  
University Of Leipzig ◽  
Regius Professor

John James Rickard Macleod, the son of the Rev. Robert Macleod, was born at Cluny, near Dunkeld, Perthshire, on September 6, 1876. He received his preliminary education at Aberdeen Grammar School and in 1893 entered Marischal College, University of Aberdeen, as a medical student. After a distinguished student career he graduated M.B., Ch.B. with Honours in 1898 and was awarded the Anderson Travelling Fellowship. He proceeded to Germany and worked for a year in the Physiological Institute of the University of Leipzig. He returned to London on his appointment as a Demonstrator of Physiology at the London Hospital Medical College under Professor Leonard Hill. Two years later he was appointed to the Lectureship on Biochemistry in the same college. In 1901 he was awarded the McKinnon Research Studentship of the Royal Society. At the early age of 27 (in 1902) he was appointed Professor of Physiology at the Western Reserve University, Cleveland, Ohio, a post he occupied until 1918, when he was elected Professor of Physiology at the University of Toronto. Previous to this transfer he had, during his last two years at Cleveland, been engaged in various war duties and incidentally had acted for part of the winter session of 1916 as Professor of Physiology at McGill University, Montreal. He remained at Toronto for ten years until, in 1928, he was appointed Regius Professor of Physiology in the University of Aberdeen, a post he held, in spite of steadily increasing disability, until his lamentably early death on March 16, 1935, at the age of 58.

scholarly journals Multitask Agents and Incentives: The Case of Teaching and Research for University Professors*†

2020 ◽  
Author(s):  
Marta De Philippis
Keyword(s):  
Natural Experiment ◽  
Faculty Members ◽  
Average Effect ◽  
University Professors ◽  
Teaching And Research ◽  
Positive Correlation ◽  
Composition Effects ◽  
Research Ability ◽  
The University ◽  
Research Incentives

Abstract This paper exploits a natural experiment to study the effects of providing stronger research incentives to faculty members on the universities’ average teaching and research performances. The results indicate that professors are induced to reallocate effort from teaching towards research. Moreover, tighter research requirements affect the faculty composition, as they lead lower research ability professors to leave. Given the estimated positive correlation between teaching and research ability, those who leave are also characterized by lower teaching ability. The average effect on teaching for the university is therefore ambiguous, as positive composition effects countervail effort substitution.

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