scholarly journals El Catálogo de la mujer de Florida Universitària, una herramienta para fomentar la igualdad.

2020 ◽  
Author(s):  
Vicenta Verdugo Martí ◽  
Patricia Moraga Barrero
Keyword(s):  
Secondary School ◽  
Professional Training ◽  
Industrial Sector ◽  
Management Style ◽  
The Creation ◽  
La Florida ◽  
Set Up ◽  
Training Programmes ◽  
The University ◽  
The City

This paper describes the creation of Florida Universitaria CRAI’s Catálogo de la mujer. Florida is an educational cooperative set up in the region of Valencia in the 1970s, a time when many projects were launched in an attempt to change and modernize approaches to teaching. Since its inception, the values that have underpinned its work have been a management style based on democratic practices, secularism, the promotion of the Valencian language and coeducation, and the application of the Mondragón business model. These values have also shaped the creation of the bibliographical archives belonging to the CRAI-Bibilioteca and the rest of the cooperative’s libraries. Since the first professional training programmes in 1977-1978, the cooperative has adapted the courses on offer to the needs of its public (and also in line with its budget). Florida Universitària came into being in the early 1990s, as an associated centre attached to the Valencia’s two main universities (the University of Valencia and the Polytechnic University). Finally, the language centre was founded in 1994. La Florida is based in Catarroja, a town in the Horta Sud of Valencia, where secondary school studies, language teaching and university courses are taught at three different sites. These centres were created at different stages of the cooperative’s history, building on the original secondary school and expanding to cover the teaching needs of a group of villages located some way away from the city, and responding to the rising demands of the area’s industrial sector.

scholarly journals El Catálogo de la mujer de la Florida Universitària, una eina per a fomentar la igualtat.

2020 ◽  
Author(s):  
Vicenta Verdugo Martí ◽  
Patricia Moraga Barrero
Keyword(s):  
Secondary School ◽  
Professional Training ◽  
Industrial Sector ◽  
Management Style ◽  
The Creation ◽  
La Florida ◽  
Set Up ◽  
Training Programmes ◽  
The University ◽  
The City

This paper describes the creation of Florida Universitaria CRAI’s Catálogo de la mujer. Florida is an educational cooperative set up in the region of Valencia in the 1970s, a time when many projects were launched in an attempt to change and modernize approaches to teaching. Since its inception, the values that have underpinned its work have been a management style based on democratic practices, secularism, the promotion of the Valencian language and coeducation, and the application of the Mondragón business model. These values have also shaped the creation of the bibliographical archives belonging to the CRAI-Bibilioteca and the rest of the cooperative’s libraries. Since the first professional training programmes in 1977-1978, the cooperative has adapted the courses on offer to the needs of its public (and also in line with its budget). Florida Universitària came into being in the early 1990s, as an associated centre attached to the Valencia’s two main universities (the University of Valencia and the Polytechnic University). Finally, the language centre was founded in 1994. La Florida is based in Catarroja, a town in the Horta Sud of Valencia, where secondary school studies, language teaching and university courses are taught at three different sites. These centres were created at different stages of the cooperative’s history, building on the original secondary school and expanding to cover the teaching needs of a group of villages located some way away from the city, and responding to the rising demands of the area’s industrial sector.

Formation and Development of the Pre-Professional Training System of Foreign Medical Applicants in Ukraine (Historical and Educational Aspect)

2014 ◽  
Vol 4 (3) ◽  
pp. 95-98
Author(s):  
Iana Proskurkina
Keyword(s):  
Foreign Students ◽  
Professional Training ◽  
Training System ◽  
Further Education ◽  
Effective System ◽  
History Of ◽  
Set Up ◽  
The University ◽  
History Of Formation ◽  
Educational Aspect

Abstract The growing number of foreign applicants looking forward to getting education in Ukrainian medical universities makes us find the ways how to improve and make effective the pre-professional training system of foreign medical applicants for further education. The article deals with the issues of the history of formation and development of the preprofessional training system of foreign medical applicants in Ukraine. On the ground of the electronic databases of the official websites of higher educational establishments, the data on years of opening first offices of the dean, departments and preparatory faculties for foreign medical applicants in Ukrainian medical universities are analyzed and systematized. Also the data on the setting up preparatory faculties at other universities who carry out licensed training of foreign students of the medical profile are presented. The data on the operating and management of such institutions in the system of the University administration are generalized. It’s revealed that during the years of its functioning the pre-professional training has changed, in particular the system was commercialized and the institutions involved in training foreign applicants have been reorganized. The modern trends in teaching foreign medical students at the preparatory faculties of the Ukrainian medical universities are displayed. Based on the analysis of the data it is concluded that the system of the pre-professional training of foreign medical applicants was set up in the 50s-60s years of the twentieth century. During this time, some positive experience in the preparation of future international medical specialists has been gained. The system of the pre-professional training of foreign medical applicants has been comprehensively improved and an effective system of managing foreign medical applicants has been created.

Arthur Elijah Trueman, 1894-1956

1958 ◽  
Vol 4 ◽  
pp. 291-305 ◽  
Keyword(s):  
Natural History ◽  
Secondary School ◽  
Active Part ◽  
Early Age ◽  
Special Interests ◽  
Distribution Maps ◽  
Interesting Paper ◽  
The Common ◽  
The University ◽  
The City

Arthur Elijah Trueman was born on 26 April 1894 at Nottingham. He was the son of Elijah Trueman and Thirza Gottee, who were both natives of Nottingham. He lived at various places near the borders of Nottingham which were always within easy reach of the country and he recorded that at an early age he was particularly interested in sketching from nature; this facility he retained throughout his life, many of his papers and books being illustrated by his own sketches and drawings. In later years, he was interested and adept in water-colours, especially landscapes, which gave pleasure to him and to his friends. In 1906, he gained a scholarship to High Pavement School, an old foundation established as a City Secondary School in Nottingham and he remained there for five years under the headmastership of Edwin Francis; before he left he had passed the Intermediate B.Sc. Examination of the University of London; it is indicative of his special interests at this time that he asked for a microscope as one of his prizes. The Field and Camera Club of the school exerted an important influence upon Trueman; he organized field excursions, and took an active part in exhibitions of natural history specimens. He also became secretary of the Nottingham branch of The Young Naturalists’' Association instituted by Percival Westall and visited other schools in the city on behalf of the Association. He took up the study of variation in the shell of the common banded snails, systematically collecting these shells and making careful distribution maps. This work resulted several years later in a short but interesting paper which is based upon a very large number of specimens. His interest in the variation in the form of shells and his assiduity in collecting them, which were to remain unabated throughout his life, were thus developed whilst he was a boy at school.

scholarly journals Jean-François Saliège (1943–2012)

Radiocarbon ◽  
2012 ◽  
Vol 54 (3-4) ◽  
pp. xi-xiii
Author(s):  
Antoine Zazzo
Keyword(s):  
Mass Spectrometry ◽  
Stable Isotope ◽  
Heart Attack ◽  
Isotope Geochemistry ◽  
Entire Career ◽  
The Creation ◽  
University Of Paris ◽  
Set Up ◽  
The University

Jean-François Saliège passed away on Friday, 1 June 2012, following a heart attack at age 68. Jean-François was born in Chartres and spent his entire career in Paris, a city that he particularly enjoyed. He was hired in 1965 as a junior technician at the Laboratoire de Géologie Dynamique de la Faculté des Sciences de Paris at La Sorbonne University (Director Louis Glangeaud), where he participated in the creation of the radiocarbon and mass spectrometry laboratory under supervision of René Létolle, Jean-Charles Fontes, and Colette Vergnaud-Grazzini. In 1975, he moved to the University of Paris VI and worked more specifically with J-C Fontes in the 14C laboratory as an engineer. In 1981, he helped J-C Fontes to create the Hydrology and Isotope Geochemistry lab at Orsay University. The following year, he returned to the University of Paris VI and joined the team led by Colette Vergnaud-Grazzini at the Laboratoire de Géologie Dynamique, where Jean-François set up the new stable isotope and radiocarbon lab. Between 1990 and 2008, he continued to work at the University of Paris VI at the LODYC lab (Dir. Lilianne Merlivat), then at the LOCEAN lab (Dir. Laurence Eymard) on Catherine Pierre's team.

A critical reflection on my learning and its integration into my professional practice

2015 ◽  
Vol 32 (1) ◽  
pp. 67-75
Author(s):  
Sally Cartwright
Keyword(s):  
Secondary School ◽  
Brain Tumour ◽  
Professional Practice ◽  
Critical Reflection ◽  
Educational Practice ◽  
Full Time ◽  
Professional Educators ◽  
Relevant Today ◽  
The University ◽  
The City

This paper, ‘A critical reflection on my learning and its integration into my professional practice’, was successfully submitted for a Master’s programme at the University of Bath (UK) in 2010, whilst Sally was working full-time as a teacher in a large secondary school in an English town 10 miles from the city of Bath. Sally died of a brain tumour in 2013. By making her writings public she offered the knowledge she created as a gift to the development of the educational knowledge-base of professional educators. While the detail of practice, procedures, policies and regulations change, the learning she offers is as relevant today as it was then. Teachers continue to experience tensions, as Sally did, in trying to be true to their values and improve the educational experience of their students in contexts dominated by economic rationalism. Sally’s account will particularly resonate with teachers who are committed as professional educators to struggling to develop their professional knowledge and contribute to evolving, rather than revolving, educational practice that contributes to the flourishing of their students.

Ceremony in Context: The Edinburgh University Tercentenary, 1884

2008 ◽  
Vol 87 (1) ◽  
pp. 121-145 ◽  
Author(s):  
ROBERT ANDERSON
Keyword(s):  
Professional Training ◽  
Research University ◽  
City Council ◽  
Late Nineteenth Century ◽  
The Public ◽  
Student Community ◽  
Public Character ◽  
The University ◽  
The City ◽  
The Ideal

Edinburgh introduced Britain to the university centenary, an established form of celebration in continental Europe. The ceremonies in 1884 can be seen in the framework of the late nineteenth-century ‘invention of tradition’. Such events usually asserted the links of the university with national and local communities and with the state. The Edinburgh celebrations marked the opening of a new medical school, after a public appeal which itself strengthened relations with graduates and wealthy donors. The city council, local professional bodies, and the student community all played a prominent part in the events of 1884, which were a significant episode in the development of student representation. Analysis of the speeches given on the occasion suggests that the university sought to promote the image of a great medical and scientific university, with the emphasis on teaching and professional training rather than research, for the ideal of the ‘Humboldtian’ research university was still a novelty in Britain. Tercentenary rhetoric also expressed such themes as international academic cooperation , embodied in the presence of leading scientists and scholars, the harmony of religion and science, and a liberal protestant view of the rise of freedom of thought. The tercentenary coincided with impending legislation on Scottish universities, which encouraged assertions of the public character of these institutions, and of the nation's distinct cultural identity. One striking aspect, however, was the absence of women from the formal proceedings, and failure to acknowledge the then current issue of women's admission to higher education.

scholarly journals Gênese da geografia urbana no Brasil: A contribuição de grupos de pesquisa da Bahia

GeoTextos ◽  
2010 ◽  
Vol 5 (2) ◽  
Author(s):  
Maria Auxiliadora da Silva
Keyword(s):  
Urban Geography ◽  
Regional Studies ◽  
Research Groups ◽  
Regional Geography ◽  
Cultural Life ◽  
The Creation ◽  
The University ◽  
The City

O texto apresenta um panorama do desenvolvimento das pesquisas em Geografia na Bahia, pontuando a influência de Milton Santos nesse processo, até a atualidade. Destaca a importância da criação do Laboratório de Geomorfologia e Estudos Regionais da Universidade da Bahia, que, com a participação de vários professores convidados do Brasil e do exterior, foi responsável pela formação de uma geração de pesquisadores, promovendo uma renovação teórica e metodológica nos estudos de Geografia. Focaliza ainda a criação do curso de Pós-Graduação em Geografia, o que veio a ser um grande incentivo para a pesquisa. Enumera e comenta os principais temas e trabalhos produzidos, com destaque para os focos na geografia regional e na geografia urbana, que focalizam o Sertão da Bahia, o semiárido, o Recôncavo, e a cidade de Salvador, seus bairros, seu entorno, sua vida cultural e suas novas centralidades. Abstract GENESIS OF URBAN GEOGRAPHY IN BRAZIL: THE CONTRIBUTION OF RESEARCH GROUPS OF BAHIA This text presents a panorama of development of the geographic researches in Bahia till the present days, focuses on the Milton Santos’s influence in this process. Highlights the importance of creation of the Geomorphology and Regional Studies Laboratory at the University of Bahia which was responsible for the formation of a generation of researchers, promoting the theoretical and methodological renovation of the Geographic studies, with the participation of many invited professors from Brazil and abroad. Focuses more on the creation of Postgraduate Geography courses what became an immense incentive for research. Lists and comments the main subjects and works produced, highlighting the Regional Geography and Urban Geography, which focalize on the Bahia Dryland, the Semiarid, the “Recôncavo”, the city of Salvador and its neighborhoods, environment, cultural life and new centralities.

scholarly journals An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

Childhood and student years

2021 ◽  
pp. 4-17
Author(s):  
A. J. Kox ◽  
H. F. Schatz
Keyword(s):  
Family History ◽  
Secondary School ◽  
School Teacher ◽  
Doctoral Degree ◽  
Short Description ◽  
Experimental Physics ◽  
Famous Scientist ◽  
The University ◽  
The City

Chapter 1 briefly describes Lorentz’s background, family history, and childhood in Arnhem, providing a short description of this provincial town’s history. It goes on to describe Lorentz’s primary and secondary school years and his first steps on the path to becoming a famous scientist. Attention is given to the teachers and authors that inspired him, his student years at Leiden University, his achievement of a doctoral degree in record time, his work as a secondary school teacher, and his private activities in experimental physics. Context is given by a short historical sketch of the position of the University and the city of Leiden.

Muzeul Etnografic al Transilvaniei și regii României

2019 ◽  
Vol 33 ◽  
pp. 206-240
Author(s):  
Ioan Toșa ◽  
Keyword(s):  
The Creation ◽  
Set Up ◽  
The City ◽  
Queen Mother ◽  
City Park

The author presents several archive documents regarding the relations between the Transylvanian Museum of Ethnography and the Kings of Romania, providing useful information for knowing the Museum’s history. The first document presented is Decision 7487 of December 21, 1922, signed by Prince Carol; this Decision, by appointing Professor Romulus Vuia as the institution’s director, recognizes all the achievements of the Commission that Professor Vuia had established in the spring of 1922 for the purchase of A. Orosz Collection, in order to set up an ethnographic museum in Cluj. The article presents the List of objects to be collected for the Ethnographic Museum; in this list the first attempt was made to specify the notion of ethnographic object and to establish the field of ethnography as an independent science. In the next part of the paper, there are some documents showing the contribution of the Royal Foundation and of the Ministry of Arts and Religious Affairs to supporting Professor Vuia in the creation and development of ethnographic museography by establishing modern systems of evidence, conservation and valorization of the museum heritage. At the end of the article, the author presents several documents regarding the two visits of King Carol II to the Museum, the first visit in 1930, with the Queen Mother, and the second in 1937, when the Museum was inaugurated in the City Park building; the author also presents two photos taken during the visit of King Michael and Queen Anne at the Museum in 2008.

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