Bologna and the Royal Society in the Seventeenth Century

1980 ◽  
Vol 35 (2) ◽  
pp. 105-123 ◽  
Keyword(s):  
Royal Society ◽  
Foreign Students ◽  
Experimental Philosophy ◽  
Close Contact ◽  
Economic Decline ◽  
Large Numbers ◽  
Papal States ◽  
Accademia Del Cimento ◽  
The University ◽  
The City

IN the years after 1660 the new experimental philosophy was introduced into the learned circles of Bologna in a self-conscious, deliberate and organized fashion. The city, politically a part of the Papal States, was at that time experiencing a slow but inexorable social and economic decline (1). Its old and famous university obviously suffered from the effects of this decline and no longer attracted large numbers of foreign students (2). A further check on cultural activity in the city was the control of the Inquisition, so cruel and relentless in the first half of the century as to render the city perfectly orthodox by 1660 (3). Yet there was detectable the influence of Galilean thought despite the unfavourable cultural and political environment of the city. This is particularly attributable to the activity of Cesare Marsili, friend and assiduous correspondent of Galileo (4), and of Bonaventura Cavalieri, an early follower of Galileo, who held the chair of mathematics and astronomy at the University of Bologna from 1629 to 1643 ($). (It is no accident that the first collected edition of Galileo’s works (admittedly incomplete) was published in Bologna in 1650). It was this tradition which, some years later, inspired Marcello Malpighi, Geminiano Montanari, and Giandomenico Cassini (among others) to attempt to disseminate in Bologna the aims, methods of work and organization of the Accademia del Cimento, with which all of these had been in close contact while living for longer or shorter periods in Tuscany, and of which they were corresponding members, and to try to emulate the aims and methods, as they saw them, of the Royal Society of London.

scholarly journals Arthur Mannering Tyndall, 1881-1961

1962 ◽  
Vol 8 ◽  
pp. 159-165 ◽  
Keyword(s):  
Private School ◽  
Royal Society ◽  
Research And Teaching ◽  
Physical Laboratory ◽  
University College ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
Outstanding Teacher

Arthur Mannering Tyndall was a man who played a leading part in the establishment of research and teaching in physics in one of the newer universities of this country. His whole career was spent in the University of Bristol, where he was Lecturer, Professor and for a while Acting ViceChancellor, and his part in guiding the development of Bristol from a small university college to a great university was clear to all who knew him. He presided over the building and development of the H. H. Wills Physical Laboratory, and his leadership brought it from its small beginnings to its subsequent achievements. His own work, for which he was elected to the Fellowship of the Royal Society, was on the mobility of gaseous ions. Arthur Tyndall was born in Bristol on 18 September 1881. He was educated at a private school in Bristol where no science was taught, except a smattering of chemistry in the last two terms. Nonetheless he entered University College, obtaining the only scholarship offered annually by the City of Bristol for study in that college and intending to make his career in chemistry. However, when brought into contact with Professor Arthur Chattock, an outstanding teacher on the subject, he decided to switch to physics; he always expressed the warmest gratitude for the inspiration that he had received from him. He graduated with second class honours in the external London examination in 1903. In that year he was appointed Assistant Lecturer, was promoted to Lecturer in 1907, and became Lecturer in the University when the University College became a university in 1909. During this time he served under Professor A. P. Chattock, but Chattock retired in 1910 at the age of 50 and Tyndall became acting head of the department. Then, with the outbreak of war, he left the University to run an army radiological department in Hampshire.

scholarly journals I ANLEDNING 300-ÅRSJUBILEET: JOHAN ERNST GUNNERUS OG “AGDERS GUNNERUS” – ET BIDRAG TIL Å FORSTÅ HVORFOR BISKOP GUNNERUS FORESLO ET NORSK UNIVERSITET I KRISTIANSAND I 1771

2019 ◽  
Vol 19 ◽  
pp. 233-246
Author(s):  
Ernst Hakon Jahr
Keyword(s):  
Royal Society ◽  
18Th Century ◽  
Modern Science ◽  
Seminal Contribution ◽  
University College ◽  
Scientific Reputation ◽  
The University ◽  
Academy Of Sciences ◽  
The City ◽  
Science And Research

The paper is written in connection with the 2018 300th anniversary of the birth of the professor and bishop, Johan Ernst Gunnerus (1718–1773), who founded modern science in Norway and who, in 1760, also founded the first learned society in the country: The Royal Norwegian Society of Sciences and Letters in Trondheim. In 1758 Professor Gunnerus was appoined the bishop for the whole of northern Norway, as the bishop of Trondheim. In 1771 Bishop Gunnerus was called to the capital of the then Danish-Norwegian kingdom, Copenhagen, with the mission of reforming the Copenhagen university, at that time the only university in the entire dual kingdom. In his recommendation for reforms of the university, he also included a proposal for the establishment of a university in Norway. In this proposal, he argued for the city of Kristiansand as the most suitable location for that university. If the King would follow his recommendation, he would himself move to Kristiansand and also bring with him the Royal Society from Trondheim. Many people have subsequently wondered why he chose to point to Kristiansand for the establishment of the first Norwegian university, and not Oslo (where the university was finally opened in 1813) or Trondheim (where he had founded the Royal Society 11 years earlier). It has been thought that Gunnerus suggested Kristiansand mainly because the fact that the city was close to Denmark and a university there could perhaps have also recruited students from northern Jutland. Some have even suggested that Gunnerus proposed Kristiansand because he knew it would not be acceptable to Copenhagen or to the King, and then Trondheim (his “real” wish) could then emerge as a more plausible candidate, even if it was situated rather far north. In this paper, I argue that until now everybody who has discussed Gunnerus' choice of location for a Norwegian university has missed one decisive point: before Gunnerus moved from Copenhagen (where he was professor) to Trondheim (as bishop), Kristiansand was known in Norway, Denmark and the rest of Europe as the Norwegian centre for science and research. This was due to just one man, Bishop Jens Christian Spidberg (1684–1762). I show how Spidberg established himself through international publications as the leading scientist in Norway, and how everybody with a scientific question during the first half of the 18th century looked to Kristiansand and Spidberg for the answer. This, I argue, gaveKristiansand an academic and scientific reputation that Gunnerus was very well aware of and could exploit in his recommendation of Kristiansand as the location for the first Norwegian university. However, this knowledge about this reputation of Kristiansand’s in the first half of the 18th century has since been lost completely, mostly because Gunnerus’ fundamental seminal contribution in the second half of the 18th century has completely overshadowed the academic situation in Norway before his time. Finally in 2007 a university, the University of Agder, was established in Kristiansand, on the basis of a university college with academic roots going back to 1828. An academy of science, the Agder Academy of Sciences and Letters, was founded in 2002. A formal agreement of cooperation between the Royal Society and the then university college was signed 2001, and the academy joined the agreement in 2005. This agreement confirmed the long academic ties between Kristiansand and Trondheim, going all the way back to the scientific positions first held by Spidberg in Kristiansand and then by Gunnerus in Trondheim.

Soil and the City

Earth Matters ◽  
2016 ◽  
Author(s):  
Richard Bardgett
Keyword(s):  
Human Population ◽  
Close Contact ◽  
The United States ◽  
Green Spaces ◽  
Railway Line ◽  
The Many ◽  
Playing Fields ◽  
The University ◽  
University Of Manchester ◽  
The City

I have spent most of my living and working life in the countryside, surrounded by open fields, woodlands and hills, and in close contact with the soil. I recently changed my job and moved to the University of Manchester, which is in the centre of one of the largest cities in England. Because of this move my contact with soil is much less; in fact, as I walk each morning to my office, there is hardly a handful of soil to be seen. But is this really true of the whole city? Concrete, asphalt, and bricks certainly seal much of the ground in Manchester, as in most cities and towns. But soil is in abundance: it lies beneath the many small gardens, flower beds, road and railway verges, parks, sports grounds, school playing fields, and allotments of the city. In fact, it has been estimated that almost a quarter of the land in English cities is covered by gardens, and in the United States, lawns cover three times as much area as does corn. As I write, I am on a train leaving central London from Waterloo Station, and despite the overwhelming dominance of concrete and bricks, I can see scattered around many small gardens, trees, flowerpots and window boxes, overgrown verges on the railway line, small parks and playing fields for children, football pitches, grassy plots and flower beds alongside roadways and pavements, and small green spaces with growing shrubs outside office blocks and apartments. The city is surprisingly green and beneath this green is soil. Throughout the world, more and more people are moving to cities: in 1800 only 2 per cent of the world’s population was urbanized, whereas now more than half of the global human population live in towns and cities, and this number grows by about 180,000 people every day. This expansion has been especially rapid in recent years.

scholarly journals Developing library e-learning courses - how to make a fruitful collaboration?

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Anne Beth Våga ◽  
Mona Henriksen ◽  
Inger Gåsemyr
Keyword(s):  
Information Literacy ◽  
Foreign Students ◽  
Engineering Students ◽  
Close Contact ◽  
Academic Staff ◽  
Academic Culture ◽  
Student Groups ◽  
Subject Specific ◽  
E Learning ◽  
The University

The University Library of Stavanger has made three interactive library courses. Two of the courses are in Norwegian, Vitenskapelige artikler i sykepleiefaget (Scientific articles in nursing), and Kildebruk og litteratursøk (Information literacy: How to search and cite) and one in English, Writing thesis, using sources. The purpose has been to help students developing skills in information literacy, to fulfill the demands required by the Norwegian ministry of education and research. The courses are available at the library's webpage. Their purpose is to be a supplement to ordinary library courses. The courses consist of text, films, interactive tasks and voiceover. We have made subject-specific courses, which cover different faculties at the University. We believe that the students at a university seek to identify themselves with the profession they aim to become a part of through their studies, and hopefully they develop an attachment to the library.   The course Writing thesis, using sources is primarily aiming towards engineering students, but it will also be useful for other student groups. The university has many foreign students in different engineering disciplines and levels. They sometimes have a bachelor's degree from a country with an academic culture that is different from ours. The course is written in a clear and concise language. The students can listen to the text, or read it. The cooperation between the library and the academic staff has varied during the development of the courses. We had close contact with two members of the Department of Health Studies during the whole process of the first course, Vitenskapelige artikler i sykepleiefaget (Scientific articles in nursing).They gave us advice about content and definitions. There has been less cooperation with academic staff during the two other courses. Cooperation with NettOp (The University's department for web-based education) has been outstanding. NettOp has guided us on subjects like software, layout, technical support, interactive objects and pedagogical advice, like how to write for students. We also invited students to give feedback on the courses. The process has been informative, and we have developed new skills. At the same time there have been challenges, such as software issues and lack of collaboration with academic staff. Maintaining the courses is very time consuming. We would like to meet other colleagues in higher education interested in e-learning courses and exchange experiences. Discussions may be about matters such as: Do we really need interactive courses? Should the courses be subject-specific or general in content? How can we include academic staff in a better way? Could students do the job? Could several universities cooperate to make interactive courses? Could we borrow content from each other? How do we know whether the courses are used or not? What about the learning process and outcome for the students? How do we best promote the courses? Experiences with different software and use of devices. Discussions should be conducted in groups consisting of max 8 participants. The results from the discussions could for example be published on UBIS' blog.  

scholarly journals THE BOLOGNESE UNIVERSITAS, A UNIVERSITY FOUNDED BY ALIENS

2017 ◽  
pp. 001
Author(s):  
Zoran Dimic
Keyword(s):  
Middle Ages ◽  
Foreign Students ◽  
City Government ◽  
Cultural Economic ◽  
Formal Framework ◽  
Medieval Education ◽  
Students First ◽  
And Migration ◽  
The University ◽  
The City

This treatise is an attempt to shed some light on the origins of the University of Bologna. The Bolognese University did not appear as a result of someone’s deliberate founding act to improve medieval education, but as a result of quite specific cultural, economic and political circumstances. The founding of the university had something to do with the interests and privileges of its students. The City of Bologna was not only a formal framework and just a particular place for the university. The city and the university developed together and influenced and changed each other. At the same time, there was a deep gap between them. Since the majority of the Bolognese students were not from Bologna, but from various Italian and European cities, we can say that the majority of the law students in Bologna were alliens. Since most of the students found themselves in a precarious legal situation, being a Bolognese student had its disadvantages. In order to protect themselves against all of the disadvantages, the students first banded together in “nations” according to their ethnic and geographical origins, and later on into two universitates. In the simplest terms, we can argue that universities were originally the guilds of aliens, i.e. the corporations of foreign students. United in such a way, they could bargain more effectively with the city government, they could negotiate better rents and books prices. From the very beginning of its history, the European university was not only exposed to the political context of the cities and states, but to the economic circumstances too. The outcome of this strong collision was a long history of alien secession and migration to other cities, where they founded new universities. It was a way to spread the idea of the university and education in the Middle Ages.

scholarly journals ‘Close to the city centre, close to the university’. Are there symptoms of studentification in Gdańsk, Poland?

2016 ◽  
Vol 32 (32) ◽  
pp. 73-83 ◽  
Author(s):  
Maja Grabkowska ◽  
Jan Frankowski
Keyword(s):  
Urban Space ◽  
Foreign Students ◽  
Negative Impact ◽  
City Centre ◽  
Lifestyle Choices ◽  
Economic Transformations ◽  
The University ◽  
The City ◽  
Desk Research

Abstract Students are increasingly recognised as important actors of urban change in contemporary cities. The article presents an analysis of incipient studentification processes in Gdańsk. Its general aim is to reveal patterns of students’ presence and activity which translate into spatial and socio-economic transformations of a post-socialist city at the level of neighbourhoods. The study consists of a survey on students’ residential behaviour, complemented by field and desk research. According to the results, due to the fact that Polish students’ housing and lifestyle choices are limited by their low purchasing power, student-dedicated services have a rather negative impact on the quality of urban space. Furthermore, under these conditions studentification may not be regarded as a stimulus to the gentrification process, which is rather driven by hipsters and affluent foreign students.

scholarly journals A diversidade de realidades e o projeto coletivo no ensino de Arquitetura e Urbanismo

2013 ◽  
Author(s):  
Ana Maria Reis de Goes Monteiro ◽  
Silvia Mikami Gonçalves Pina
Keyword(s):  
Process Design ◽  
Close Contact ◽  
Academic Experience ◽  
Community Members ◽  
Rural Village ◽  
The Social ◽  
The University ◽  
Collective Construction ◽  
Design Proposal ◽  
The City

A multiplicidade de soluções decorrente da diversidade social, cultural, territorial existente nas cidades brasileiras, nem sempre têm constituído a base da formação dos arquitetos e urbanistas. No intuito de questionar essa realidade desenvolveu-se na disciplina Teoria e Projeto de Interesse social uma experiência junto à comunidade do assentamento rural na cidade de Porto Feliz/SP. A proposta foi o desenvolvimento de um projeto de arquitetura para a área de lazer da Agrovila a partir de conceitos relacionados: ao entendimento da realidade do lugar, cidadania e território cotidiano, arquiteto-cidadão, lazer, ambiente sustentável e processo de projeto participativo. Foi realizada uma oficina entre os assentados e os estudantes na qual, coletivamente, foram identificadas as demandas e necessidades, culminando na construção conjunta do programa. Ao final, foi realizada uma exposição coletiva dos projetos na universidade, na qual os assentados puderam interagir com os alunos e selecionar os projetos que melhor respondiam às suas necessidades. O êxito dessa iniciativa está relacionado ao contato estreito entre estudantes e comunidade, que proporcionou a participação daquele grupo no processo de projeto aliada a uma intensa troca de saberes, exemplificando um caminho para a incorporação da diversidade social, cultural e territorial brasileira na formação dos arquitetos e urbanistas. Abstract The multiplicity of solutions arising from the social, cultural, territorial diversity of Brazilian cities have not always been the basis for Brazilian architects' formation. To discuss this reality, an academic experience was developed on the discipline Theory and Interest Social Project together with the community of the rural settlement in the city of Porto Feliz / SP. The students developed a design proposal for the leisure area of the rural village. They worked with concepts related to the understanding of: the reality of the place, citizenship and daily territory; architect-citizen; leisure; environment and sustainable participatory process design. To identify the demands, needs and expectations for the leisure area a workshop took place in Porto Feliz with the participation of the community and the students, culminating in a collective construction of the architectural program. At the end, there was an exhibition of design proposals at the university, where the community members interacted with the students and selected the projects that best attended their needs. The success of this initiative is directly linked to the close contact between the students and the community, resulting in an intense exchange of knowledge, exemplifying a way to incorporate the architect’s formation the country social, cultural and territorial diversity.

scholarly journals Student Mobility – Attractiveness and Premise of Improving the City Image. Case Study: Alexandru Ioan Cuza University of Iași

2021 ◽  
Vol SI (7) ◽  
pp. 73-80
Author(s):  
Cezara Ionela DULCE ◽  
Ionel MUNTELE
Keyword(s):  
International Relations ◽  
Foreign Students ◽  
Student Mobility ◽  
Descriptive Study ◽  
City Image ◽  
Urban Centre ◽  
The University ◽  
The City

Nowadays, brand image dominates almost any field of activity and becomes a source of power, being much more efficient than a word. Our article aims to analyse the evolution of Erasmus+ mobility at Alexandru Ioan Cuza University of Iași between 2013 and 2019 and to highlight, by the increasing attractiveness, the important role of these internships in the improvement of the city image. Regarding the methodology, our descriptive study was based on statistical information provided by the International Relations Office of the university. The purpose of the analysis was to identify the dynamics and distribution of student mobility flows, following the expressed trends. The results revealed a series of transformations: on the Outgoing component, numerous Romanian students chose for study notorious university centres in France, Spain, Italy, Germany and Poland and destinations in Greece, Italy or Iceland for an internship and, on the Incoming component, the increasing number of foreign students arrived from France, Spain, Poland and Portugal. Together with the traditional cultural assets of Iași, the increasing number of students involved in Erasmus+ internships can improve the city image as an attractive urban centre.

Undocumented Central Americans in Houston: Diverse Populations

1987 ◽  
Vol 21 (1) ◽  
pp. 4-26 ◽  
Author(s):  
Nestor P. Rodriguez
Keyword(s):  
Urban Areas ◽  
The United States ◽  
Political Conflict ◽  
Central American ◽  
Diverse Populations ◽  
American Population ◽  
Economic Decline ◽  
Central Americans ◽  
Large Numbers ◽  
The City

Fleeing political conflict and/or economic decline, large numbers of undocumented Central Americans have been coming to the United States since the late 1970s. Many of these migrants have settled in urban areas of the country that have large Hispanic concentrations. It is estimated that about 100,000 have settled in Houston. Interviews and observations indicate that this Central American population, composed principally of Salvadorans, Guatemalans, and Hondurans, constitutes a new diverse Latino immigrant experience in the city.

Arthur Lapworth, 1872-1941

1947 ◽  
Vol 5 (15) ◽  
pp. 554-572 ◽  
Keyword(s):  
Royal Society ◽  
Early Education ◽  
Scientific Work ◽  
Great Pleasure ◽  
Organic Laboratory ◽  
The University ◽  
The City ◽  
Frequent Visitor

Arthur Lapworth was born in 1872 at Galashiels; his father was Charles Lapworth (F.R.S., 1888, Royal Medallist, 1891), the eminent first Professor of Geology in the University of Birmingham, who was a pioneer in laying the foundations of stratigraphy. After early education at St Andrews and at King Edward’s School, Birmingham, he graduated at Mason College and, as an 1851 Exhibitioner (1893-1895), proceeded to the City and Guilds of London Institute where the presiding genius was H. E. Armstrong. However, Lapworth came more directly under the care of F. S. Kipping who was at that time in charge of the main organic laboratory. Professor Kipping writes: ‘From the very first it was obvious that Lapworth had the experimental skill, as well as the powers of acute observation and sound deduction which would ensure his success in scientific work, and that his vivid imagination and high intellect would take him far in his profession. Any one who made Lapworth’s acquaintance could not fail to wish for closer ties, and although he was considerably my junior in age we soon became fast friends; perhaps it would be truer to say that our relationship, even in those early days, was rather that of congenial brothers. He became a frequent visitor at our house in South Kensington, where he often met Pope, Forster and other workers in Armstrong’s laboratories, and my wife soon shared with me the great pleasure of his friendship. During one vacation when he had made no holiday plans, we asked him to stay with us at Bridgwater: here it was that he met his future wife, Kathleen Holland, with whom during forty years he spent the rest of his life in peaceful and loving marital harmony.’ To this may be added that Kathleen was the younger sister of Mrs Kipping and of Mrs W. H. Perkin, thus Mrs Holland was the mother-in-law of three distinguished chemists and Fellows of the Royal Society.

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