Accelerated migration to collaborative intellectual activities-bioinformatics and knowledge societies

Author(s):  
H. Yamaguchi
Moreana ◽  
2012 ◽  
Vol 49 (Number 189- (3-4) ◽  
pp. 127-140 ◽  
Author(s):  
Cecilia Hatt

I consider the effects of Henry VIII’s attempts to exert control over the intellectual activities of his articulate and argumentative subjects, whose free speculation he attempted radically to limit, while legitimising his own decisions by insisting that they were the result of discussion and the advice of others. I shall discuss the ways in which both Thomas More and John Fisher contrived to “converse” within a perilously maintained community of trust. I would also like briefly to consider the implications of an alternative Platonist stoicism that disputes, if not the reality, at least the significance of the material world.


2009 ◽  
Vol 26 (1) ◽  
pp. 1-19
Author(s):  
Muhammad Aziz

This paper analyzes the historical conditions of Yemen’s Sufi movement from the beginning of Islam up to the rise of the Rasulid dynasty in the thirteenth century. This is a very difficult task, given the lack of adequate sources and sufficient academic attention in both the East and theWest. Certainly, a few sentences about the subject can be found scattered in Sufi literature at large, but a respectable study of the period’s mysticism can hardly be found.1 Thus, I will focus on the major authorities who first contributed to the ascetic movement’s development, discuss why a major decline of intellectual activities occurred in many metropolises, and if the existing ascetic conditions were transformed into mystical tendencies during the ninth century due to the alleged impact ofDhu’n-Nun al-Misri (d. 860). This is followed by a brief discussion ofwhat contributed to the revival of the country’s intellectual and economic activities. After that, I will attempt to portray the status of the major ascetics and prominent mystics credited with spreading and diffusing the so-called Islamic saintly miracles (karamat). The trademark of both ascetics and mystics across the centuries, this feature became more prevalent fromthe beginning of the twelfth century onward. I will conclude with a brief note on the most three celebrated figures of Yemen’s religious and cultural history: Abu al-Ghayth ibn Jamil (d. 1253) and his rival Ahmad ibn `Alwan (d. 1266) from the mountainous area, andMuhammad ibn `Ali al-`Alawi, known as al-Faqih al-Muqaddam (d. 1256), from Hadramawt.


2007 ◽  
Vol 26 ◽  
pp. 43-90 ◽  
Author(s):  
Kirsten Gibson

The naming of John Dowland as ‘Author’ on the title page of his publication The First Booke of Songes or Ayres (1597) suggests a proprietary relationship between the composer and his work. This proprietary relationship is, perhaps, reinforced with the alignment of Dowland’s intellectual activities as ‘author’ with the notions of ‘composition’ and ‘invention’ in the same passage. All three terms could be used by the late sixteenth century to refer to notions of creativity, individual intellectual labour or origination. While many early examples of the use of ‘author’ refer specifically to God or Christ as creator, such as Chaucer’s declaration that ‘The auctour of matrimonye is Christ’, by the sixteenth century it was increasingly used to refer to an individual originator of intellectual or artistic creation closer to the modern sense of the word. Its sixteenth-century usage is, for instance, reflected in the title ‘A tretys, excerpte of diverse labores of auctores’, or as in a reference in 1509 to ‘The noble actor plinius’. Likewise, ‘invent’ or ‘inventor’ could be used to refer to the process of individual intellectual creation, exemplified by its use in 1576 ‘Your brain or your wit, and your pen, the one to invent and devise, the other to write’, while ‘compose’ could mean to make, to compose in words, ‘to write as author’ or, more specifically, to write music.


2018 ◽  
Vol 8 (3) ◽  
pp. 100-103
Author(s):  
T. Sundararajan ◽  
P. Balasubramanian

Intellectual activities Therefore, most of the universities in our country have started investing profusely to provide better service to their library users through easy access of e-resources for the advancement of learning and teaching and research activities. Agricultural College and Research Nowadays E-resources have essentially become part and parcel of higher education in its entire Institute, Killikulam also has provided quality e-resources for the access of its library users with all required infrastructures. The present study explores the availability of different e-resources, awareness of e-resources, the impediments encountered at the time of accessing the e-resources and the objectives of utilization of e-resources in Agricultural College and Research Institute, Killikulam.


2004 ◽  
Vol 122 (3) ◽  
pp. 81-86 ◽  
Author(s):  
Patrícia Lacerda Bellodi

CONTEXT: The reality of medical services in Brazil points towards expansion and diversification of medical knowledge. However, there are few Brazilian studies on choosing a medical specialty. OBJECTIVE: To investigate and characterize the process of choosing the medical specialty among Brazilian resident doctors, with a comparison of the choice between general medicine and surgery. TYPE OF STUDY: Stratified survey. SETTING: Hospital das Clínicas, Faculdade de Medicina, Universidade de São Paulo (HC-FMUSP). METHODS: A randomized sample of resident doctors in general medicine (30) and surgery (30) was interviewed. Data on sociodemographic characteristics and the moment, stability and reasons for the choice of specialty were obtained. RESULTS: The moment of choice between the two specialties differed. Surgeons (30%) choose the specialty earlier, while general doctors decided progressively, mainly during the internship (43%). Most residents in both fields (73% general medicine, 70% surgery) said they had considered another specialty before the current choice. The main reasons for general doctors' choice were contact with patients (50%), intellectual activities (30%) and knowledge of the field (27%). For surgeons the main reasons were practical intervention (43%), manual activities (43%) and the results obtained (40%). Personality was important in the choice for 20% of general doctors and for 27% of surgeons. DISCUSSION: The reasons found for the choice between general medicine and surgery were consistent with the literature. The concepts of wanting to be a general doctor or a surgeon are similar throughout the world. Personality characteristics were an important influencing factor for all residents, without statistical difference between the specialties, as was lifestyle. Remuneration did not appear as a determinant. CONCLUSION: The results from this group of Brazilian resident doctors corroborated data on choosing a medical specialty from other countries with different social and educational characteristics. This congruence indicates that the choice involves very similar desires and needs in different settings and has little dependence on the students' educational context.


2000 ◽  
Vol 24 (1) ◽  
pp. 51-55 ◽  
Author(s):  
S P Rao ◽  
S E DiCarlo

Peer instruction is a cooperative-learning technique that promotes critical thinking, problem solving, and decision-making skills. Benson's think-pair-share and Mazur's peer-instruction techniques are simple cooperative exercises that promote student's participation in class and increase student's interaction with each other and with the instructor in a large classroom. We borrowed concepts from Benson and Mazur and applied these concepts to enhance student involvement during the respiratory component of the medical physiology class. The medical physiology class consisted of 256 first-year medical students. The peer-instruction technique was used for 10 classes. Each class of 50 min was divided into three or four short presentations of 12-20 min. Each presentation was followed by a one-question, multiple-choice quiz on the subject discussed. Questions ranged from simple recall to those testing complex intellectual activities. Students were given 1 min to think and to record their first answer. Subsequently, students were allowed 1 min to discuss their answers with their classmates and possibly correct their first response. The percentage of correct answers increased significantly (P < 0.05) after discussion for both recall and intellectual questions. These data demonstrate that pausing three to four times during a 50-min class to allow discussion of concepts enhanced the students level of understanding and ability to synthesize and integrate material.


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