scholarly journals John Lander Harper. 27 May 1925—22 March 2009

2021 ◽  
Author(s):  
Colin R. Townsend ◽  
Andrew R. Watkinson
Keyword(s):  
Rural Economy ◽  
Population Biology ◽  
Formal Education ◽  
University Education ◽  
Research Centre ◽  
Seedling Mortality ◽  
New School ◽  
University Of Oxford ◽  
Ecological Society ◽  
The University

Born into a farming family, John Harper identified a number of influential figures in his formal education, including his inspirational school master Wilfred Kings, and the plant ecologists Roy Clapham (FRS 1959) and Jack Harley (FRS 1964) and animal ecologists Charles Elton (FRS 1953) and George Varley during his university education at Magdalen College, Oxford. His first academic appointments were in the University of Oxford School of Rural Economy and the Department of Agriculture, where he carried out pioneering research on seed and seedling mortality and the ecology and control of weeds. In 1960 John was appointed to head the Department of Agricultural Botany at the University College of North Wales, Bangor. The departments of Botany and Agricultural Botany merged in 1967 with John as head of the new School of Plant Biology. From this base, he established a research centre that attracted students and visitors from around the world. As one of the most influential of thinkers, John Harper generated a new discipline: plant population biology. In addition, by integrating advances in animal population biology and evolution into his own work, John helped to create a complete master discipline of ecology, as reflected in a textbook Ecology: individuals, populations and communities (Oxford, UK: Blackwell) for which he received (with co-authors Mike Begon and Colin Townsend) an exceptional lifetime achievement award from the British Ecological Society.

The Kellogg College Centre for Research into Assistive Learning Technologies

2012 ◽  
Vol 6 (2) ◽  
pp. 158-162 ◽  
Author(s):  
Lorna McKnight ◽  
Chris Davies
Keyword(s):  
Higher Education ◽  
Educational Achievement ◽  
Learning Technologies ◽  
Assistive Technologies ◽  
Research Centre ◽  
Research Review ◽  
Content Type ◽  
University Of Oxford ◽  
New Research ◽  
The University

PurposeThis article aims to introduce the Kellogg College Centre for Research into Assistive Learning Technologies, which is a new research centre based at the University of Oxford.Design/methodology/approachThe article briefly sets the context of the centre within the current literature, and outlines the centre's current plan of work. The centre has funding for two years to look into new developments in the application of digital technologies to support the learning and educational achievement of young people in school and higher education with a range of specific learning difficulties. This will begin with a substantial research review, as well as in‐depth studies of current initiatives in secondary schools and higher education.FindingsThe findings from the research review will aim to be published and disseminated to the research community within the first two years of the centre's life.Originality/valueIt is hoped that this centre will be able to contribute to the existing research on the uses of a range of assistive technologies in educational settings.

Learning with Technologies

2011 ◽  
pp. 142-162
Author(s):  
Anne Campbell
Keyword(s):  
Interpersonal Communication ◽  
Undergraduate Students ◽  
Formal Education ◽  
Eastern China ◽  
Student Response ◽  
University Education ◽  
Mobile Technologies ◽  
University Lecturers ◽  
The University

This study explores the perceptions of undergraduate students and their teachers towards the current and future role of learning with technologies in university education in China. Data from a survey completed by 1,740 undergraduate students from 12 universities and colleges throughout a rural province in north-eastern China was supplemented by an analysis of student response to learning with technology in Chinese classroom contexts using visual ethnography. The analysis of the data indicated that the use of technologies in the undergraduate classrooms in this study has had little effect on the way the university lecturers teach, but that their undergraduate students made extensive use of mobile technologies for interpersonal communication and learning outside the classroom, albeit not necessarily in relation to their formal education. These changes raise questions about the key role of socio-cultural expectations regarding effective education in determining the uptake of learning with technologies.

The origin of modern ornithology in Europe

2008 ◽  
Vol 35 (1) ◽  
pp. 76-87 ◽  
Author(s):  
J. HAFFER
Keyword(s):  
Population Biology ◽  
Evolutionary Ecology ◽  
Editorial Policy ◽  
University Of Oxford ◽  
Open Questions ◽  
Biological Studies ◽  
History Of ◽  
Definition Of ◽  
Avian Biology ◽  
The University

During the nineteenth century and into the early twentieth century, ornithology was deeply subdivided into systematic ornithology and field ornithology (natural history of birds). In the early 1920s, Erwin Stresemann (1889–1972) in Berlin, Germany, initiated the integration of both branches into a unified New Avian Biology through a change of the editorial policy of Journal für Ornithologie and through the publication of his large volume Aves (1927–1934) in Handbuch der Zoologie which became the founding document of modern ornithology in central Europe (“Stresemann revolution”). It was quickly recognized that birds are well suited for studies into the problems of functional morphology, physiology, ecology, behaviour, and orientation of animals. The “Stresemann revolution” went unnoticed in Great Britain, where the established editorial policy of the leading ornithological journal, The Ibis, from the 1920s to the mid-1940s was to publish articles based on a traditional definition of science, fact-gathering rather than answering open questions. Several authors who had published biological studies since 1900 remained on the fringes of British ornithology. One of these was David Lack (1910–1973) who, during the mid-1940s, was able to introduce the New Avian Biology to the United Kingdom against the resistance of the majority of conservatively minded older British ornithologists. As his own contributions to the New Avian Biology, Lack added the broad fields of evolutionary ecology and population biology of birds which, under his leadership, became the major research topics of the Edward Grey Institute of Field Ornithology at the University of Oxford.

Malcolm MacNaughtan Bowie 1943–2007

2009 ◽  
Author(s):  
Marian Hobson
Keyword(s):  
Sigmund Freud ◽  
Stephane Mallarme ◽  
Research Centre ◽  
East Anglia ◽  
Henri Michaux ◽  
University Of Oxford ◽  
University Of Cambridge ◽  
International Profile ◽  
Set Up ◽  
The University

Malcolm MacNaughtan Bowie (1943–2007), a Fellow of the British Academy, was appointed from an assistant lectureship at the University of East Anglia to one in the University of Cambridge in 1969. At Cambridge, he worked as a specialist in difficult poets in French beginning with ‘M’, particularly Henri Michaux and Stephane Mallarmé. These are writers of involuted complexity, to read whom both a sensitivity to how word play plays and to how French prosody in poetry or prose works were essential. These studies by Bowie were followed by work on mind-altering psychoanalysis: on Sigmund Freud and Jacques Lacan. He was the first director of the Romance Languages Institute, ran its vigorous seminar programme, and gave this a strong international profile by his invitations. At the University of Oxford, Bowie set up the European Humanities Research Centre, followed by an associated publishing venture, Legenda.

scholarly journals Introduction of Pedagogical Technology of Prognostic Competence Formation of Computer Sciences’ Future Bachelors in the University Education Practice

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 223-234
Author(s):  
Volodymyr Proshkin ◽  
◽  
Viktor Sharavara ◽  
Keyword(s):  
Professional Training ◽  
Formal Education ◽  
Research Work ◽  
Scientific Work ◽  
University Education ◽  
Professional Activity ◽  
First Semester ◽  
Education Practice ◽  
Professional Activities ◽  
The University

The article presents the stages of pedagogical technology introduction of prognostic competence formation of Computer Sciences’ future bachelors in the university education practice. The first stage is motivational-target, its purpose is to form students' awareness of prognostic competence importance as a guarantee of successful professional activity realization (mainly during the first semester of study). Stage second is activity. The purpose is to form a system of knowledge on prognosis, skills, and abilities to implement prognostic activities (mainly during the II – III semesters). Stage III is evaluative-reflexive, its purpose is to analyze the formation of students’ prognostic competence in the process of professional training (mainly the IV semester). The content of the discipline of choice «Prognostic activity in the field of information technology» is revealed. Its purpose is to form in students a set of theoretical knowledge and methodological foundations in the field of forecasting analytics, as well as practical skills necessary for the application of prognostic in professional activities. The digital tools for the realization of pedagogical technology in the conditions of distance education are given. The main directions of research work realization of students for the formation of prognostic competence are revealed: participation in work of a scientific circle on actual problems of programming «Computer systems»; involvement of students in non-formal education and implementation of independent research through courses on open online platforms; fulfillment of research tasks; participation in scientific competition events (student competitions, contests, conferences, exhibitions, workshops that stimulate individual creativity of students and the development of the system of scientific work at the university).

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

The Sinful University?

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Daniel James Cook
Keyword(s):  
University Education ◽  
Moral Failure ◽  
To Come ◽  
The University

There is a difference between doing something well and doing something good. And there is a difference between failing to do something well, and failing to do something good. In this paper, I assess our contemporary University in the latter sense of failure. While the University can be ineffective, or fail to function well, there is more at stake if the University, as an institution, is in conflict with nature. That is, it is one thing for the University to be ineffective in its means, but here I will pose the question: is the contemporary University sinful? Using Josef Pieper's elucidation of moral failure and John Henry Newman's analysis of the proper ends of University education, I defend the thesis that because the aim of our contemporary University seems to come in conflict with the goal of nature as a whole, it may be understood as sinful.

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