Preserving her voice: The Ursula Franklin archive

2018 ◽  
Vol 96 (4) ◽  
pp. xiv-xviii
Author(s):  
Karen Suurtamm
Keyword(s):  
Social Responsibility ◽  
University Of Toronto ◽  
Science Technology ◽  
The Social ◽  
The University

Here I consider the life and work of Dr. Ursula Martius Franklin, research physicist, metallurgist, pacifist, and feminist, and explore her archival records, deposited at the University of Toronto Archives. We give an overview of Dr. Franklin’s achievements and research; her work as a pioneering woman in science, technology, and engineering; and her commitment to pacifism and the social responsibility of the scientist.

scholarly journals Evolving cities into a sustaining and sustainable habitat

2004 ◽  
Vol 71 (424-426) ◽  
pp. 20-25
Author(s):  
Willem H. Vanderburg
Keyword(s):  
Social Development ◽  
International Association ◽  
Environmental Studies ◽  
Technology And Society ◽  
University Of Toronto ◽  
Science Technology ◽  
Use Of Technology ◽  
The Social ◽  
The World ◽  
The University

The author teaches Engineering, Sociology and Environmental Studies on issues of how to deal with the social and environmental problems related to the use of technology. He is the director of the Centre for Technology and Social Development at the University of Toronto, one of 25 leading innovators recognized by the Canada Foundation for Innovation in 2002, editor-in-chief of the Bulletin of Science, Technology and Society, and president of the International Association for Science, Technology and Society. He is the author of The Growth of Minds and Cultures, The Labyrinth of Technology, and Living in the Labyrinth of Technology (University of Toronto Press 1985, 2000 and 2005 respectively). The text that follows is an edited and revised version of a paper presented at the international symposion on 'The Natural City, " Toronto, 23-25 June, 2004, sponsored by the University of Toronto's Division of the Environment, Institute for Environmental Studies, and the World Society for Ekistics.

Social Responsibility Practice Diagnosis applied to the Universidad del Valle- Northern Facility. Period 2014-2015

2018 ◽  
Vol 34 (62) ◽  
pp. 66-81
Author(s):  
Adriana M. Moreno Moreno ◽  
Eduar Fernando Aguirre González
Keyword(s):  
Social Responsibility ◽  
Action Plan ◽  
Research Problem ◽  
Socially Responsible ◽  
Strategic Development ◽  
Strategic Issues ◽  
The North ◽  
The Social ◽  
The University ◽  
Social Management

Social Responsibility is a concept that has been approached from different perspectives by theoreticians and institutions. Initially, this was limited exclusively to companies, however, the creation of the Social Capital, Ethics and Development Initiative by the Inter-American Development Bank (IDB) sought to make educational institutions aware that, like any other organization, they are responsible for the externalities they generate in their environment and their stakeholders. This research approaches the concept of University Social Responsibility (USR) from the scheme proposed by the IDB, which proposes four axes of action for Universities’ CR: Responsible Campus, Professional and Citizen Training, Social Management of Knowledge and Social Participation. The Universidad del Valle has a strategic plan entitled “Universidad del Valle’s Strategic Development Plan” and Regionalization attached thereto. It has also developed its action plan and in the five strategic issues raised herein, its socially responsible approach is clearly identifiable. The North Cauca Facility wherein this study is being developed, even though it does not have a University Social Responsibility Management Model, has attempted to align its practices with its strategic affairs that broadly conform to the four axes proposed by the IDB. This research addresses a relevant and current issue inasmuch as it proposes to develop a diagnosis on the relationship between the four axes of Social Responsibility proposed by the IDB and the practice of Social Responsibility applied at the Universidad del Valle, North Cauca Facility, for the period 2014-2015. In order to answer the research problem, a qualitative, exploratory and descriptive type of study is used, given that the work was based on the documentary information available at the University, while the interviews with the directors of the Institution are used as a tool for oral history. The research method used is the case study, which allows to address a unit of analysis in depth, in this case the USR within the Universidad del Valle, North Cauca Facility.

Richard Mackenney, Venice as the Polity of Mercy: Guilds, Confraternities, and the Social Order, c. 1250–c. 1650. Toronto Italian Studies. Toronto, Buffalo, and London: University of Toronto Press, 2019, xiii, 471.

Mediaevistik ◽  
2020 ◽  
Vol 32 (1) ◽  
pp. 551-552
Author(s):  
Thomas Willard
Keyword(s):  
Social Order ◽  
Merchant Of Venice ◽  
Legal Scholar ◽  
University Of Toronto ◽  
Italian Studies ◽  
The Merchant Of Venice ◽  
The Social ◽  
University Town ◽  
The University

Shakespeare is well known to have set two of his plays in and around Venice: The Merchant of Venice (1596) and The Tragedy of Othello, the Moor of Venice (1603). The first is often remembered for its famous speech about “the quality of mercy,” delivered by the female lead Portia in the disguise of a legal scholar from the university town of Padua. The speech helps to spare the life of her new husband’s friend and financial backer against the claims of the Jewish moneylender Shylock. The play has raised questions for Shakespearean scholars about the choice of Venice as an open city where merchants of all nations and faiths would meet on the Rialto while the city’s Senate, composed of leading merchants, worked hard to keep it open to all and especially profitable for its merchants. Those who would like to learn more about the city’s development as a center of trade can learn much from Richard Mackenney’s new book.

scholarly journals University Social Responsibility during the COVID-19 Pandemic: Universities’ Case in the BRICS Countries

2021 ◽  
Vol 13 (13) ◽  
pp. 7035
Author(s):  
Abedalqader Rababah ◽  
Natalya I. Nikitina ◽  
Veronica M. Grebennikova ◽  
Zhanna R. Gardanova ◽  
Angelina O. Zekiy ◽  
...  
Keyword(s):  
Social Responsibility ◽  
Educational Process ◽  
Social Needs ◽  
Social Orientation ◽  
Expert Assessment ◽  
Brics Countries ◽  
The Social ◽  
The University ◽  
Multifactor Regression ◽  
The Impact

University social responsibility (USR) is an important assessment criterion of the QS Stars. In the context of the COVID-19 pandemic, the social orientation of universities as intellectual leaders in the development of society gains particular importance. The research purpose is to analyze the impact of the COVID-19 pandemic on the university activity directions in the framework of strategies (USR). An empirical assessment of the level and complementary factors of USR in the BRICS countries (Brazil, Russia, India, China, and South Africa) was conducted, using the method of integral and expert assessment. Grounded on scoring according to the principal component analysis, the structure of the factors of the USR development in the BRICS countries was determined. Multifactor regression modeling allowed substantiating the priority of factors stimulating the development of USR in the BRICS countries in modern conditions and arguing the main barriers to introducing the concept of social responsibility into university activities and expanding the stakeholders’ circle in it. The research results showed that the university management creativity, effective communication with the public and stakeholders, the quality of the educational process and the development of scientific activities stimulate USR development in the BRICS countries and should be used as the basis for the strategic planning of activities in the context of the continuing COVID-19 pandemic. Conceptual trends in the USR development can be useful for universities in the studied countries when adapting strategic development plans regarding the social needs of modern society.

scholarly journals Science and Sentiment: Social Service and Gender at the University of Toronto, 1888-1910

2006 ◽  
Vol 4 (1) ◽  
pp. 75-93
Author(s):  
Sara Z. Burke
Keyword(s):  
Social Service ◽  
Urban Poverty ◽  
Men And Women ◽  
University Of Toronto ◽  
First Response ◽  
The Social ◽  
And Gender ◽  
British Idealism ◽  
The University ◽  
The City

Abstract By examining forms of social thought articulated by members of the University of Toronto between 1888 and 1910, this paper argues that the University's first response to urban poverty was shaped by a combination of assumptions derived from British idealism and empiricism. Although many women at Toronto were pursuing a new interest in professional social work, the University's dominant assumptions conveyed the view that social service was the particular responsibility of educated young men, who were believed to be uniquely suited by their gender and class to address the problems of the city. This study maintains that during this period the construction of gender roles in social service segregated the reform activities of men and women on campus, and, by 1910, had the effect of excluding female undergraduates from participating in the creation of University Settlement, the social agency officially sanctioned by their University.

scholarly journals The Analysis of Students’ Opinions about the Social Responsibility Of Ukrainian Universities

2021 ◽  
Vol 12 (2) ◽  
pp. 527-538
Author(s):  
Kateryna Tryma
Keyword(s):  
Social Responsibility ◽  
Local Community ◽  
State University ◽  
Social Functions ◽  
Teaching And Research ◽  
Social Mission ◽  
Research Activities ◽  
The Social ◽  
The University ◽  
Civic Universities

Aim. The paper is aimed to investigate the students’ opinion about the social responsibility carried out by higher education institutions (HEIs) in Ukraine. Nowadays social responsibility has become one of the key characteristics of modern HEIs. Ukrainian universities are trying to become 'civic universities', i.e., institutions which contribute to the development of the local community. The students, as key stakeholders of the university activities, also take part in this process. Methods. To investigate the social responsibility of the Ukrainian HEIs, the case study method is used in the present paper: the case of Mariupol State University and its social functions within the city are highlighted. The online survey was applied to investigate the level of students’ awareness of the university social functions and the role played by the university in the local community. Materials published by the university and the results of the survey have been analysed to test the hypothesis that students consider Mariupol State University to be a socially responsible university which cooperates with the local community. Results. The students’ opinion on the social functions carried out by Mariupol State University is that this local university has strong ties with the local community and authorities and perform its social mission. However, the social functions of the university, according to the students, are limited by teaching and research activities. Few students consider social responsibility of the university in a wider context. Conclusion. On the example of the MSU the paper shows that modern universities in Ukraine perform social functions and try to become truly civic universities to contribute to the development of the local communities in cooperation with different stakeholders. Nevertheless, students as a key stakeholder of the university activities still consider social responsibility of the university primarily aimed at teaching and research.

scholarly journals DESAFÍOS EPISTEMOLÓGICOS DE LA EDUCACIÓN SUPERIOR EN EL SIGLO XXI

2018 ◽  
Vol 25 (1) ◽  
pp. 11
Author(s):  
Alberto Matías González ◽  
Orlando Fernández Aquino
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Educación Superior ◽  
Educacion Superior ◽  
Synthetic Vision ◽  
Science Technology ◽  
The Social ◽  
Paradigmatic Change ◽  
The University

Acudir a la epistemología es una práctica necesaria para el desempeño de la Educación Superior, más si se trata de la universidad en una sociedad cambiante, con interrogantes que echan por tierra lascreencias con las que se han diseñado los sistemas educativos. El objetivo ha sido analizar la mudanza paradigmática que está ocurriendo en la actualidad en las ciencias, y en particular en la concepción del papel social de la Universidad, marcada por el surgimiento de epistemologías emergentes como el Pensamiento Complejo, el Movimiento Ciencia, Tecnología y Sociedad, la Epistemología del Sur y la Epistemología de Segundo Orden. El método ha sido el análisis hermenéutico de las fuentes consultadas. El resultado ha sido una visión sintética de la trasformación epistemológica en curso contenida en tendencias de pensamento que, a pesar de sus diferencias, presentan coincidencias que muestran una ruptura con la epistemologia positivista tradicional, la cual ha sido el sostén de formas de educación que han quedado obsoletas.EPISTEMOLOGICAL CHALLENGES OF HIGHER EDUCATION IN THE 21ST CENTURYAbstractReturn to the epistemology is a necessary practice for the performance of Higher Education, still more so in the case of the university in the mutant society with question that play by land the beliefs considered in the design of the educative systems. The objective of this study was to analyze the paradigmatic change that is happening currently in the sciences, and in particular in the conception of the social role of the University, marked by the emergence of emerging epistemologies such as Complex Thought, the Movement Science, Technology and Society, the Epistemology of the South and the Epistemology of the Second Order. The method was the hermeneutic analysis of the consulted sources. The result was a synthetic vision of the still in progress epistemological transformation expressed in trend of thought tendencies that, despite their differences, present coincidences that show a rupture with the traditional positivist epistemology, which has been the support of forms of education that are obsolete.Keywords: Positivism. Higher education. Epistemology.DESAFIOS EPISTEMOLÓGICOS DA EDUCAÇÃO SUPERIOR NO SÉCULO XXIResumoRetomar a epistemologia é uma prática necessária para o desempenho da Educação Superior, mais ainda em se tratando da universidade numa sociedade mutante com interrogações que jogam por terra as crenças consideradas no desenho dos sistemas educativos. O objetivo deste estudo foi analisar a mudança paradigmática que está acontecendo na atualidade nas ciências e, particularmente, na concepção do papel social da universidade, marcada pelo aparecimento de epistemologias emergentes como o Pensamento Complexo, o Movimento Ciência, Tecnologia e Sociedade, a Epistemologia do Sul e a Epistemologia de Segunda Ordem. O método foi a análise hermenêutica das fontes consultadas. O resultado foi uma visão sintética da transformação epistemológica em curso expressa em tendências de pensamento que, apesar de suas diferenças, apresentam coincidências que mostram uma ruptura com a epistemologia positivista tradicional, a qual tem sido a base de formas de educação que estão obsoletas.Palavras-chaves: Positivismo. Educaçao Superior. Epistemologia.

scholarly journals A Conceptual Model for Teaching Social Responsibility and Health Advocacy: An Ambulatory/Community Experience (ACE)

2011 ◽  
Vol 2 (2) ◽  
pp. e53-e64
Author(s):  
Jeannine Girard-Pearlman Banack ◽  
Mathieu Albert ◽  
Niall Byrne ◽  
Cassandra Walters
Keyword(s):  
Social Responsibility ◽  
Conceptual Model ◽  
Socially Responsible ◽  
Health Advocacy ◽  
University Of Toronto ◽  
Learning Domains ◽  
Health Advocate ◽  
Micro Level ◽  
The University ◽  
Pedagogical Approaches

Background: At a macro level, Social Responsibility and Social Accountability are explicit priorities for medical schools in Canada and internationally, although the advancement of this vision is still developing. At a micro level, Health Advocacy is important for physicians-in-training as well as practicing physicians. The conceptual model being proposed is that Social Responsibility is connected to mastering Health Advocacy. The University of Toronto Faculty of Medicine has 16 years of experience through a mandatory 4th year clerkship course entitled the Ambulatory/Community Experience (ACE) which from inception emphasized Social Responsibility and Health Advocacy. The objective of this retrospective study was to provide a model to support the acquisition of Health Advocacy and the development of socially responsible medical students.Methods: A conceptual model with three distinct elements: 1) ambulatory/community placements, 2) individual pedagogical approaches and 3) narrative, reflective assignments was applied.Results: The three elements of the model, all based on the five ACE learning domains (objectives) and embedded in CanMEDS type competencies, are effective and appear to support  achievement of competency in Health Advocacy.Conclusion: A model which includes vetted ambulatory/community placements, individual pedagogical approaches, and narrative reflective assignments based on objectives with a Health Advocate perspective appears to encourage Social Responsibility in medical students.

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