scholarly journals A History of Physical Education in Zambia

2017 ◽  
Vol 76 (1) ◽  
pp. 47-54
Author(s):  
Akatama Mubita
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Good News ◽  
Demand For Education ◽  
European Culture ◽  
The People ◽  
History Of ◽  
The Subject ◽  
The University ◽  
Senior Secondary

AbstractThe history of physical education (PE) in Zambia follows the pattern of the history of education in Zambia. Thus, the history of PE in Zambia can be divided into the indigenous period, the colonial period and the post-independence period. “PE” was essential and utilitarian in the indigenous period because it was simply part of the lives of the people at that time. People walked, swam, ran, and were involved in many other forms of physical activity. PE was indispensable. Later, the missionaries provided education to the Africans for the purpose of transmitting the Good News. However, in doing so they rid the Africans of their culture. Africans also wanted to assert themselves in the newly created society and therefore embraced European culture. Eventually, the demand for education grew and many subjects were added including PE. However, while many subjects have enjoyed immense popularity in the country’s curriculum, PE has suffered marginalization. Although the subject was taught in schools supported by the mining companies and in private schools with facilities and infrastructure as well as teacher training institutions, it was not examined. Later, the subject was examined at teacher training colleges and the University of Zambia. From 2005, however, major developments have taken place in the area of PE. President Mwanawasa declared that PE should be taught in all schools. The subject was introduced to the primary school examination as part of Creative and Technology Studies (CTS) and most recently as Expressive Arts (EA). It is now also being examined at junior and senior secondary levels. Teacher education institutions have been steadfast in training students in PE. Despite this, the teaching of the subject still leaves much to be desired. It appears that the past as well as the present are vehemently holding the subject down.

scholarly journals Wilhelm Dilthey we Wrocławiu

2019 ◽  
Vol 14 (2) ◽  
pp. 115-126
Author(s):  
Joanna Giel
Keyword(s):  
State System ◽  
Human Sciences ◽  
Wilhelm Dilthey ◽  
European Culture ◽  
The People ◽  
Academic Lectures ◽  
The Subject ◽  
The University ◽  
The City ◽  
Over Time

Wilhelm Dilthey in WrocławThe article above discusses 11 years of Wilhelm Dilthey’s creative presence in Wrocław, a philosopher whose contribution to the European culture has been never questioned. Dilthey was appointed to the University of Wrocław in March 1871. Same year in October, he moved to Wrocław, took over the department of philosophy from Christlieb Julius Braniβ and started academic lectures in autumn. Acclimatizing in the Silesian capital was dif ficult for the philosopher, in his letters he complained about the climate and provinciality of the city. It has changed over time, so that Dilthey finally adjusted to the environment. It happened because of numerous connections with the people from the university, among others with Graf Yorck von Wartenburg, but not only. In Dilthey’s biography, years in Wrocław were extremely prolific. In Wrocław Dilthey matured to the work of his life: Introduction to the Human Sciences, called in the subject literature the “crowning of the period in Wrocław”. He presented the concept of his work in a letter, among others, to Theodor Althof f, an of ficial from the Prussian Ministry of Culture. The preserved sketch of the letter is interesting because of its concept, but also because it shows a certain dependence of onetime philosophers on the state system. The article above contains an annex—a translation of this letter into Polish. Dilthey was a lecturer at the University of Wrocław until the end of the summer semester in 1882, after that he was appointed to Berlin in July 1882.

Astrobiology in Brazil: early history and perspectives

2012 ◽  
Vol 11 (4) ◽  
pp. 189-202 ◽  
Author(s):  
Fabio Rodrigues ◽  
Douglas Galante ◽  
Ivan G. Paulino-Lima ◽  
Rubens T.D. Duarte ◽  
Amancio C.S. Friaça ◽  
...  
Keyword(s):  
Formal Group ◽  
Scientific Production ◽  
Funding Agencies ◽  
First Occurrence ◽  
History Of ◽  
The Subject ◽  
Review Reports ◽  
Number Of Publications ◽  
Brazilian History ◽  
The University

AbstractThis review reports the Brazilian history in astrobiology, as well as the first delineation of a vision of the future development of the field in the country, exploring its abundant biodiversity, highly capable human resources and state-of-the-art facilities, reflecting the last few years of stable governmental investments in science, technology and education, all conditions providing good perspectives on continued and steadily growing funding for astrobiology-related research. Brazil is growing steadily and fast in terms of its worldwide economic power, an effect being reflected in different areas of the Brazilian society, including industry, technology, education, social care and scientific production. In the field of astrobiology, the country has had some important landmarks, more intensely after the First Brazilian Workshop on Astrobiology in 2006. The history of astrobiology in Brazil, however, is not so recent and had its first occurrence in 1958. Since then, researchers carried out many individual initiatives across the country in astrobiology-related fields, resulting in an ever growing and expressive scientific production. The number of publications, including articles and theses, has particularly increased in the last decade, but still counting with the effort of researchers working individually. That scenario started to change in 2009, when a formal group of Brazilian researchers working with astrobiology was organized, aiming at congregating the scientific community interested in the subject and to promote the necessary interactions to achieve a multidisciplinary work, receiving facilities and funding from the University de Sao Paulo and other funding agencies.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals Psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies

2021 ◽  
Vol 8 (2) ◽  
pp. 109-118
Author(s):  
Olusola Samson
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Chi Square ◽  
Senior Secondary School ◽  
External Examination ◽  
Validated Questionnaire ◽  
The Subject ◽  
Senior Secondary

Empirical observations reveal low enrolment of senior secondary school students for physical education at external examination bodies. The poor rate of students' choice of the subject at this level is a matter of concern to professionals, given the fact of monumental benefits of physical education as a science subject to humanity. The study was conducted to examine how psycho-administrative factors influence the choice of physical education by senior secondary school students at external examination bodies (in Nigeria) to come up with modalities to increase enrolment of the subject at external examination bodies. Descriptive method was applied for the study due to large respondents involved. Self-developed validated questionnaire tagged psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies (PADGPEAS) was applied for the research. Out of three thousand and twenty-four (3024) questionnaire forms administered, only two thousand and fifty (2950) copies completed and returned were coded for analysis, with the use of descriptive statistics of percentages and nonparametric statistics of Chi-square (x 2) at 0.05 level of significant. Results unraveled a remarkable influence of psycho-administrative variables on the choice at physical education among senior secondary school students at external examination bodies. Based on this outcome, it is suggested that utilization of variety of methods by physical education teachers will go a long way to kindle the interest of the students for the subject. Enlightenment of students and parents on the values of physical education will facilitate remarkable positive attitude of both parts that relocate their position in favor of the subject.

scholarly journals مولانا سمیع الحق شہیدؒ کی علمی، سیاسی، معاشرتی اور سماجی خدمات

2020 ◽  
Vol 5 (1) ◽  
pp. 69-83
Author(s):  
Dr. Junaid Akbar ◽  
Muhammad Kamran Hoti ◽  
Dr. Muhammad Ikramullah
Keyword(s):  
Success Rate ◽  
Community Services ◽  
Western World ◽  
Political Movements ◽  
The People ◽  
The Subject ◽  
The University

Mawlānā Sami’-ul-Ḥaq (Shahīd) was a renowned Islamic Scholar, journalist, writer, politician, mujahid, and at the same time he was a wonderful leader and thinker on world affairs. In addition to teaching at the Dārul ‘Ulūm Ḥaqqāniyah Akora Khattak for almost sixty (60) years, he remained in active politics for forty-eight (48) years. He remained so close to the Afghans Jihād that in the Western world he was known as the "Father of the Taliban" and his madrassa as the "University of Jihad." Because of this fame, his academic, social, political, and community services were hidden from view. Due to his commitment to Afghan jihad and being the head of various religious and political movements, he has been the subject of debate in many circles. Questions have been raised about his academic credentials, commitment to the Afghan jihad, success rate in various religious and political movements, and the actual narrative of those movements. In addition to interviewing teachers at Dārul ‘Ulūm Ḥaqqāniyah and the people close to him, his personal writings, books, and articles about him have been used to find answers to all these questions. The study concludes that he was a reformer who played his role very well in different aspects of life.

The Minister and His People

1908 ◽  
Vol 1 (2) ◽  
pp. 223-238
Author(s):  
Phillips Brooks
Keyword(s):  
Natural History ◽  
Free Will ◽  
William James ◽  
Assistant Professor ◽  
Medical Faculty ◽  
The People ◽  
History Of ◽  
Divinity School ◽  
The University ◽  
Phillips Brooks

The Faculty of the Harvard Divinity School provided for their students in 1883 six lectures by oflBcers of the University representing other departments of government and instruction, as follows:The Minister and the People: Phillips Brooks, D.D., of the Board of Overseers.The Evolution of a Christian Minister: J. F. Clarke, D.D., of the Board of Overseers.One Word more about Free-Will: William James, M.D., Assistant Professor of Philosophy.Plato's Idea of Immortality: W. W. Goodwin, LL.D., Professor of Greek.The Natural History of Altruism: N. S. Shaler, S.D., Professor of Palaeontology.Vivisection: H. P. Bowditch, M.D., Professor of Physiology, and Dean of the Medical Faculty.

scholarly journals Museum cultural collections: pathways to the preservation of traditional and scientific knowledge

2017 ◽  
Vol 3 (3) ◽  
pp. 618-634
Author(s):  
Angela J. Linn ◽  
Joshua D. Reuther ◽  
Chris B. Wooley ◽  
Scott J. Shirar ◽  
Jason S. Rogers
Keyword(s):  
Material Culture ◽  
Cultural History ◽  
21St Century ◽  
Scientific Knowledge ◽  
Alaska Native ◽  
The People ◽  
History Of ◽  
History Of The University ◽  
The University

Museums of natural and cultural history in the 21st century hold responsibilities that are vastly different from those of the 19th and early 20th centuries, the time of many of their inceptions. No longer conceived of as cabinets of curiosities, institutional priorities are in the process of undergoing dramatic changes. This article reviews the history of the University of Alaska Museum in Fairbanks, Alaska, from its development in the early 1920s, describing the changing ways staff have worked with Indigenous individuals and communities. Projects like the Modern Alaska Native Material Culture and the Barter Island Project are highlighted as examples of how artifacts and the people who constructed them are no longer viewed as simply examples of material culture and Native informants but are considered partners in the acquisition, preservation, and perpetuation of traditional and scientific knowledge in Alaska.

scholarly journals Special issue on Aspects of OV and VO order in the history of English

2005 ◽  
Vol 9 (1) ◽  
pp. 1-4 ◽  
Author(s):  
ANN TAYLOR ◽  
WIM VAN DER WURFF
Keyword(s):  
Large Body ◽  
Special Issue ◽  
Diachronic Syntax ◽  
University Of Leiden ◽  
History Of ◽  
The Subject ◽  
English Syntax ◽  
The University ◽  
Recent Monograph ◽  
Detailed Picture

Whether judged by the amount of intrinsic interest, the number of knock-on effects, or the sheer volume of scholarly work devoted to it, it seems safe to say that one of the major issues in English historical syntax is the shift from object–verb (OV) to verb–object (VO) order. Over the last three decades in particular, a large body of literature has grown up that has resulted in an increasingly detailed picture of this change. No doubt in part because the recent introduction of electronic corpora has provided a boost to data-oriented work, the popularity of this change shows no imminent signs of abating. Evidence for the continuing popularity of this topic was demonstrated at two conferences held at the University of Leiden Centre for Linguistics in 2003 (the second Holland–York Symposium on the History of English Syntax in April 2003, and the Conference on Comparative Diachronic Syntax in August 2003). Although neither of the meetings had the shift from OV to VO in English as a special theme, the conference programmes together included no fewer than eight papers on the topic. Seven of these can be found in this special issue, which aims to illuminate selected aspects of the alternation between OV and VO order in the history of English; the collection of articles is rounded off by a review of a recent monograph on the subject.

scholarly journals OBITUARY

2007 ◽  
Vol 49 (3) ◽  
pp. 589-595
Author(s):  
Ian Anderson
Keyword(s):  
Natural Philosophy ◽  
History Of Mathematics ◽  
Albert Einstein ◽  
Theory Of Relativity ◽  
The Family ◽  
History Of ◽  
The Subject ◽  
Set Up ◽  
The University ◽  
Mathematics Department

Daniel Martin B.Sc., M.A., Ph.D., F.R.S.E. was born in Carluke on 16 April 1915, the only child of William and Rose Martin (née Macpherson). The family home in which he was born, Cygnetbank in Clyde Street, had been remodelled and extended by his father, and it was to be Dan's home all his life. His father, who was a carpenter and joiner, had a business based in School Lane, but died as a result of a tragic accident when Dan was only six. Thereafter Dan was brought up single handedly by his mother.After attending primary school in Carluke from 1920 to 1927, Dan entered the High School of Glasgow. It was during his third year there that he started studying calculus on his own. He became so enthused by the subject that he set his sights on a career teaching mathematics, at university if at all possible. On leaving school in 1932, he embarked on the M.A. honours course in Mathematics and Natural Philosophy at the University of Glasgow. At that time the Mathematics Department was under the leadership of Professor Thomas MacRobert; the honours course in Mathematics consisted mainly of geometry, calculus and analysis, and the combined honours M.A. with Natural Philosophy was the standard course for mathematicians. A highlight of his first session at university was attending a lecture on the origins of the general theory of relativity, given on 20th June 1933 by Albert Einstein. This was the first of a series of occasional lectures on the history of mathematics funded by the George A. Gibson Foundation which had been set up inmemory of the previous head of the Mathematics Department. From then on, relativity was to be one of Dan's great interests, lasting a lifetime; indeed, on holiday in Iona the year before he died, Dan's choice of holiday reading included three of Einstein's papers.

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