scholarly journals Development and use of the program of automatic problem solving when conducting practical classes in physics at the university

2021 ◽  
pp. 23-29
Author(s):  
Alexandr Shamshin
Keyword(s):  
Communication Channel ◽  
Educational Material ◽  
Main Task ◽  
Physical Problems ◽  
Mathematical Difficulties ◽  
The One ◽  
A Site ◽  
The University ◽  
Difficult Issue

The creation of a virtual educational environment, consisting of an information space that ensures the availability of unlimited educational material through communication means, a virtual or real communication channel between a student and a teacher, increases the role of self-education, the dominance of learning over teaching. Paraphrasing [1], we can say that physics is owned not by the one who knows the formulas and definitions, but by the one who, with their help, can solve physical problems (PP). Similarly to the words of E. Fermi [2]: "A person knows physics if he/she can solve problems." The ability to solve PP contributes to the concretization of students' knowledge; without it, there is a separation of theoretical, lecture, educational material from the main task of any learning process – the practical application of accumulated knowledge and skills. Solving of PP contributes to the development of mental activity, the formation of creativity, intelligence, observation, independence and accuracy, is one of the forms of repetition, control and assessment of knowledge. At the same time, it is the solution of problems that is the most difficult element of physical education, causing methodological, didactic, psychological, and mathematical difficulties. It is known, that along with the traditional methods of solving PP: arithmetic, algebraic, geometric, graphic, experimental, since the beginning of the 2000s, information technology, computer technology, and programs - answer books have been actively used. The traditionally difficult issue of solving problems in physics requires both the improvement of classical methods and the development of new software tools for solving problems. The paper discusses the possibilities of using computers to solve various types of physical problems, the use of a site, created by the author, with considered examples of solving more than 2500 problems in physics, a developed program for automatic solution of problems in physics (APS - automatic physics solver) during practical exercises.

NURTURING OF CHILDREN THROUGH DRAMA AND THEATRE: THE CASE OF INTWASA KOBULAWAYO PERFORMANCES

2016 ◽  
Vol 13 (2) ◽  
pp. 86-99
Author(s):  
Vimbai Moreblessing Matiza
Keyword(s):  
Political Development ◽  
Children And Youth ◽  
Main Task ◽  
Growing Up ◽  
Theatrical Performances ◽  
History Of ◽  
The One

Dramatic and theatrical performances have a long history of being used as tools to enhance development in children and youth. In pre-colonial times there were some forms of drama and theatre used by different communities in the socialisation of children. It is in the same vein that this article, through the Intwasa koBulawayo performances, seeks to evaluate how drama and theatre are used to nurture children and youth into different developmental facets of their lives. The only difference which this article will take into cognisance is that the performances are done in a different environment, which is not the one used in the pre-colonial times. Although these performances were like this, the most important factor is the idea that children and youth are socialised through these performances. It is also against this backdrop that children and youth are growing up in a globalised environment, hence the performances should accommodate people from all walks of life and teach them relevant issues pertaining to life as they live it now. Thus the main task of the article is to spell out the role of drama and theatre in the nurturing of children and youth through socio economic and political development in Intwasa koBulawayo festivals.

scholarly journals Interdisciplinarity master programs in Greek universities: Οrganization and cognitive conditions

2018 ◽  
Vol 12 (2) ◽  
pp. 85
Author(s):  
Georgios Stamelos ◽  
Georgios Aggelopoulos
Keyword(s):  
Sociology Of Science ◽  
Master's Programs ◽  
The Public ◽  
Interdisciplinary Programs ◽  
Internal Relations ◽  
Institutional Funding ◽  
The One ◽  
The University ◽  
Institutional Actors

This paper focuses on the development of interdisciplinarityin the Master’s programs in Greek universities. For our analysis, we searched for tools from the Sociology of Organisations (Mayntz) and the Sociology of Science (Whitley). We argue that the University and its keyactors have adopted interdisciplinarity, firstly, as a means to increase institutional funding, and secondly, with care so as not to disturb theinternal institutional structure and the power relations between the key actors in the University. Indeed, on the one hand, universities, responding to the public calls for interdisciplinary programs, took advantage of the European support program for Greece in order to enrich their infrastructures. On the other hand, the new structures and functions (interdisciplinary Master’s programs) remain loose and weak. So the central role of the Department and laboratories remains intact. As a consequence, the internal relations of the institutional actors are protected. Thus, interdisciplinarity seems to be a low priority issue. However, it is interesting to consider that more than 10 years after theend of European funding, the majority of these programs remains active.

Tâches, interaction et présence à distance

2021 ◽  
pp. 65-74
Author(s):  
Christelle HOPPE
Keyword(s):  
International Students ◽  
Learning Experience ◽  
The Other ◽  
Health Crisis ◽  
Pedagogical Choices ◽  
The One ◽  
Teaching Learning ◽  
The University ◽  
Made In

This article presents the highlights of the learning experience within the teaching-learning scheme of French as an additional language as it was proposed to international students at the university to ensure pedagogical continuity during the health crisis between April and June 2020. Through vignettes that give an overview of the course, it proposes, on the one hand, to reflect on the pedagogical choices that were made in order to measure their effects effectively. On the other hand, it looks at the role of the tasks and the way in which they stimulate interaction, articulate or organise the cognitive, conative and socio-affective presence at a distance in this particular context. What emerges from the experience is that the flexible articulation of a set of tasks creates an organising framework that helps learners to shape their own curriculum while supporting their engagement. Overall, the pedagogical organisation of the device has led to potentially beneficial creative and socio-interactive use.

The Crime of Aggression and the United Nations Security Council

2007 ◽  
Vol 20 (4) ◽  
pp. 867-894 ◽  
Author(s):  
NIELS BLOKKER
Keyword(s):  
Security Council ◽  
Criminal Court ◽  
United Nations Security Council ◽  
International Court Of Justice ◽  
International Court ◽  
The One ◽  
International Law Commission ◽  
Difficult Issue

This contribution is dedicated to Professor John Dugard. It discusses the most difficult issue to be resolved in the negotiations on the crime of aggression: the role of the Security Council in the exercise of jurisdiction over this crime by the International Criminal Court. The International Law Commission suggested a solution in the 1990s, but failing the required support and in the absence of subsequent agreement the 1998 Rome Conference could only prospectively give the Court jurisdiction over the crime of aggression. The post-Rome negotiations are characterized by, on the one hand, support from the five permanent members of the Security Council for the thesis that it should be exclusively for the Security Council to determine whether or not an act of aggression has been committed (as a precondition for the exercise of jurisdiction by the ICC) and, on the other hand, a rejection of this thesis combined with a search for alternatives by many other states. According to the analysis below, in relation to cases involving the crime of aggression the preferred way for the ICC to proceed is to exercise jurisdiction over this crime after a determination of state aggression has been made by the Security Council. Nevertheless, the view according to which such a determination could exclusively be made by the Council is rejected, on the basis of the rules of the Charter, the practice of the Security Council and the General Assembly, and decisions of the International Court of Justice. Finally, an alternative arrangement is suggested for the cases in which the Security Council is prevented from acting because of the use of the veto or because of lack of support from its members.

Martin Heidegger and the University as a Site for the Transformation of Human Existence

1997 ◽  
Vol 59 (1) ◽  
pp. 75-96 ◽  
Author(s):  
Alan Milchman ◽  
Alan Rosenberg
Keyword(s):  
Martin Heidegger ◽  
Human Existence ◽  
Modern World ◽  
Lecture Courses ◽  
A Site ◽  
The University

Martin Heidegger's rectorate (1933–1934) was characterized by an incontestable involvement with Nazism. However, neither the rectorate, nor Heidegger's ambitious project for the transformation of the university within which it was embedded, was reducible to Nazism. Indeed, Heidegger's project to transform the university dates from his earliest lecture courses at Freiburg University in 1919 and was a hallmark of his thinking long before the rise of Nazism. That project was itself linked to the long-standing dispute in German academia over the role of the university in the modern world, which involved such thinkers as Kant, Schelling, Schopenhauer, and Nietzsche. Despite the entanglement with Nazism, which stamped his rectorate, Heidegger's thinking about the university as a site for the transformation of human existence is especially pertinent today.

scholarly journals The university, the city and the clown: A theological essay on solidarity, mutuality and prophecy

2015 ◽  
Vol 71 (3) ◽  
Author(s):  
Stephan De Beer
Keyword(s):  
Public University ◽  
The Other ◽  
The Public ◽  
The One ◽  
The University ◽  
The Relationship ◽  
The City ◽  
Liberation Theologian

This essay is informed by five different but interrelated conversations all focusing on the relationship between the city and the university. Suggesting the clown as metaphor, I explore the particular role of the activist scholar, and in particular the liberation theologian that is based at the public university, in his or her engagement with the city. Considering the shackles of the city of capital and its twin, the neoliberal university, on the one hand, and the city of vulnerability on the other, I then propose three clown-like postures of solidarity, mutuality and prophecy to resist the shackles of culture and to imagine and embody daring alternatives.

КУЛЬТУРОЛОГІЧНА ПАРАДИГМА ЯК МЕТОДОЛОГІЧНА ОСНОВА РОЗВИТКУ ФАСИЛІТАТИВНИХ ЗДІБНОСТЕЙ МАЙБУТНЬОГО ПСИХОЛОГА

1970 ◽  
Vol 8 (1) ◽  
pp. 51-59
Author(s):  
Зоряна Адамська
Keyword(s):  
Professional Education ◽  
Cultural Awareness ◽  
Main Task ◽  
Main Function ◽  
Psychological Conditions ◽  
Self Development ◽  
Educational Paradigm ◽  
The One ◽  
Higher Professional Education

Статтю   присвячено   проблемі   теоретичного   осмислення   методологічних   засад   розвитку  фасилітативних здібностей майбутнього психолога в умовах вищої професійної освіти. Проаналізовано два  основних напрямки, в контексті яких ведеться діяльність сучасного психолога: об’єктний, в якому основна  увага    приділяється    використанню    сильно    формалізованних    методів    психологічної    діагностики,  психологічної корекції з метою максимальної адаптації людини до умов суспільства відповідно до визнаних  нормативів вікового розвитку; і суб’єктний, результатом впливу в якому виступають негарантовані і  непрогнозовані, однак свідомо продуковані зміни. Процесом, який стимулює прогресивні зміни, визначено  фасилітацію, і, відповідно, основним завданням психолога – фасилітативний супровід особистості з метою  створення необхідних психологічних умов для її повноцінного саморозвитку. Обґрунтовано актуальність  створення  в  середовищі  вищої  професійної  освіти  сприятливих  умов  для  розвитку  фасилітативних  здібностей майбутніх психологів. У пошуку освітніх орієнтирів особливу увагу звернуто на культурологічну  парадигму,  основною  функцією якої  є  гуманітарна,  а  основним  завданням  –  становлення  особистості  студента.    Роль    викладача    в    контексті    культурологічної    освітньої    парадигми    повинна    бути  супроводжувальною  –  такою,  що  забезпечує  розширення  освітніх  сфер  кожного  студента.  Завдання  викладача   –   допомогти   кожному   студенту   в   побудові   індивідуальної   траєкторії   освіти,   яка  співвідноситься із загальновизнаними досягненнями людства і спрямована на їх примноження. В результаті  усвідомлення  соціально-культурних  смислів  освіти  розвивається  гуманітарна  культура  майбутнього  психолога, провідними властивостями якої є рефлексивність, конгруентність, позитивне самоставлення,  емпатійність, альтруїстичність, креативність, потреба в самореалізації і саморозвитку The article is devoted to the theoretical comprehension problem of the methodological foundations of  future psychologist’s facilitative abilities development in higher professional education. Two main directions in the  context of which the activity of the modern psychologist are carried out: object-oriented in which the main attention  is paid to the use of highly formalized methods of psychological diagnostics, psychological correction for the  purpose of maximum person’s adaptation to the society’s conditions, according to the accepted standarts of age  development;  and  subjective  in  which  there  are  not  guaranteed  and  unpredictable  but  consciously  produced  changes as the result of influence. Facilitation is defined as a process that stimulates progressive changes and  according to this, the main psychologist’s task is facilitative support of personality in order to create the necessary  psychological conditions for his or her self-development. The actuality of organization profitable conditions for the  development of  future psychologists’ facilitative abilities in the environment of higher professional education is  substantiated. In searching educational guides, special attention is paid to the culturological paradigm, the main  function of which is humanitarian, and the main task - the formation of the student's personality. The role of the  teacher in the context of the culturological educational paradigm should be accompanying, the one that provides  expansion of each student’s educational spheres. The teacher’s task is to help each student to build an individual  trajectory of education which correlates with the generally accepted achievements of mankind and is aimed at their  multiplication. The humanitarian culture of a future psychologist develops as a result of socio-cultural awareness of  education meanings, leading properties of which are reflexivity, congruence, positive self-drive, empathy, altruistic,  creativity, the need for self-realization and self-development. 

scholarly journals MANTEGAZZA E GLI STUDENTI UNIVERSITARI NEGLI ANNI ’89-’95

2018 ◽  
Author(s):  
Francesco Giovanni Brugnaro
Keyword(s):  
Prophetic Vision ◽  
Future Challenges ◽  
Professional Field ◽  
The Common ◽  
The One ◽  
The University ◽  
The Relationship ◽  
Santa Maria

With his report, Mons. Francesco Giovanni Brugnaro, Archbishop of Camerino - San Severino Marche, offers a personal testimony of his experience as a priest, friend and colleague of the Rectoral Prof. Paolo Mantegazza, who he met in the years ‘89-’95 during his chaplain service at the Rectory of Santa Maria Annunciata of the University of Milan. In addition to the affectionate and grateful remembrance towards the exemplary role of rector, father and teacher, he adds some characteristics regarding the relationship that Prof. Mantegazza knew to weave with the university students, careful to consider the person as a whole rather than as a subject impersonal and anonymous. This special attention stemmed from the profound conviction that education is much more than simple teaching. He introduced in his long experience as a teacher the one that transformed his courses into real schools of life: the human and ethical contribution to face the most difficult future challenges in the professional field. For this reason he was also a great mediator for the very talented teachers to keep the relationship between scientific and didactic research high, between the quality of the preparation for the doctorate-specialization and the moral and methodological seriousness of the future professional. In the memory of Mons. Brugnaro, the pain that struck the Mantegazza family for the tragic and premature disappearance of the two beloved sons is preserved. Inspired also by Don Giussani’s charism, together with his wife Andreina, he was able to transform that lacerating pain into an exemplary witness of Christian life founded on the Resurrection of Christ. The common attendance of the Archbishop of Milan from 1979 to 2002, allowed both to live a daily faith, drawn from the prophetic vision of the biblical pastoral of Card. Martini also within the University, stimulating the chair of non-believers.

scholarly journals Les Universitats i la seva història. Algunes reflexions

2020 ◽  
Vol 15 ◽  
pp. 138
Author(s):  
Rosa Maria Alabrús Iglesias
Keyword(s):  
Sixteenth Century ◽  
18Th Century ◽  
Teaching Load ◽  
Crown Of Aragon ◽  
History Of ◽  
The One ◽  
History Of Universities ◽  
The University ◽  
The Church

Resum: En aquest article es fa un estat de la qüestió sobre la història de la Universitats amb un estudi comparatiu de les Universitats de la Corona d’Aragó i, en particular, de les catalanes, amb les Universitats castellanes. S’examina la problemàtica institucional amb les tensions entre l’Església, la Monarquia i els Municipis pel control universitari, la població estudiantil, l’oferta cultural, en les diverses Facultats, l’estructura econòmica, la càrrega docent i la presumpta «revolució educativa» des de la segona meitat de segle xvi. S’analitza, d’altra banda, el període de la decadència final de les Universitats catalanes i la significació de Cervera amb el debat entre jesuïtes i dominics al voltant de la Universitat creada per Felip V i el paper de centres culturals alternatius com l’Acadèmia de Sant Tomàs o l’Acadèmia de Bones Lletres de Barcelona. Paraules clau: Història de les Universitats, problemàtica institucional, càrrega docent, revolució educativa segle xvi, Cervera al segle XVIII Abstract: This article presents a state of the art on the history of Universities with a comparative study of the Universities of the Crown of Aragon and particularly of the Universities of the Crown of Aragon.The institutional problem is examined with the tensions between the Church, the Monarchy and the Municipalities by the university control, the student population, the cultural supply, in the diverse Faculties, the economic structure, the teaching load and the alleged «revolution educational» of the second half of the 16th century. It also analyses the period of the final decay of the Catalan Universities and the significance of Cervera with the debate between Jesuits and Dominicans around the University, create by Philip V, and the role of alternative cultural centres such as the one. Academia de Sant Tomàs or the Academy of Good Letters of Barcelona. Keywords: History of universities, institutional problems, teaching load, educational revolution sixteenth century, Cervera in the 18th century

scholarly journals El devenir del sistema universitario público en la Argentina a través de sus olas expansivas: Diferenciación en la formación de fuerza de trabajo y acumulación de capital (1971-2015)

2020 ◽  
Vol 28 ◽  
pp. 49
Author(s):  
Mariana Mendonca ◽  
Nicolás Sebastián Pérez Trento
Keyword(s):  
Capital Accumulation ◽  
Large Mass ◽  
Major Fraction ◽  
University System ◽  
The One ◽  
University Degree ◽  
The University ◽  
Surplus Population ◽  
Qualitative Changes

Over the last five decades, the university system underwent three attempts at reform aimed at improving its performance and transforming some of its characteristics. However, although these processes resulted in a quantitative expansion of the number of institutions, they did not achieve overall qualitative changes. In this paper, we aim to analyze the content of these processes in relation to the specific character of capital accumulation in Argentina. Our hypothesis is that, on the one hand, the process of capital accumulation requires that only a small fraction of workers expand their productive attributes to a range that corresponds to the completion of a university degree, while it is enough for another major fraction to make a partial advance in their careers. And, on the other hand, the consolidation of a large mass of surplus population in recent decades resulted in capital no longer requiring the same range of development of productive attributes from the generality of individuals who completed the secondary education, which was expressed in the degradation of part of that cycle. This process, however, has advanced to such an extent that the training of workers with non-degraded productive attributes does not cover the existing demand for them. Therefore, the university system also began to play the role of allowing a fraction of this population to reach or surpass this development. 

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