scholarly journals A utilização da biblioterapia no ensino superior como apoio para a auto-ajuda: implementação de projeto junto aos educandos em fase de processo monográfico

2009 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Neiva Dulce Suzart Alves Bahiana
Keyword(s):  
Technological Advance ◽  
Combat Stress ◽  
Social Meaning ◽  
Reading Practices ◽  
Self Help ◽  
The Subject ◽  
Educational Sciences ◽  
Universal Law ◽  
The University ◽  
The City

A escolha do tema, que será abordado a seguir, teve como propósito: a) identificar, refletir e trazer à discussão, as práticas e projeções pedagógicas e familiares relacionadas ao uso da biblioterapia que induzem a comunidade universitária a futuras interações e à prática da leitura; b) empreender uma simples análise dos aspectos referentes à utilização da biblioterapia como apoio na formação do sujeito cognitivo, suas implicações e benefícios. Serão relatadas, metodologicamente, experiências vivenciadas em uma faculdade particular, situada no município de Valença, trazendo a lume o nível de stress dos educandos do oitavo semestre do curso de Pedagogia da Faculdade de Ciências Educacionais - FACE, dados coletados através dos métodos estatísticos, significado social da utilização da biblioterapia na formação do senso crítico do sujeito, na era dos avanços tecnológicos, auto-ajuda no combate ao stress na jornada acadêmica. Esperamos que os conjuntos dessas reflexões sirvam para fomentar a questão, incentivar o uso da biblioterapia sob prismas lúdicos, fantasiosos e resgatar a arte de sonhar, entendido como direito universal o que concorre para a redução da depressão, stress, agressividade, atuando diretamente no alívio das tensões psicológicas dos universitários baianos. AbstractThe choice of this theme, which will be discussed, has as purpose: a) identify, reflect and bring to discussion, practices, pedagogic and family projections related to the use of bibliotherapy, that induces the university community to future interactions and to reading practices; b) undertake a plain analysis of the aspects related to bibliotherapy to support the training of cognitive subject, its implications and benefits. It will be reported, methodologically, experiences in a particular college in the city of Valencia, bringing to light the level of stress of the eighth semester pedagogy students of Educational Sciences Faculty – FACE. Data were collected by statistical methods, social meaning of bibliotherapy as a way to develop the critical sense of the subject in the age of technological advance, self-help to combat stress in academic journey. We hope that these sets of reflections are useful to promote the issue, encourage the use of bibliotherapy under a playful and fanciful prism, and also, to recover the art of dream, understood as an universal law, that contributes to reduce depression, stress and aggressivity, acting directly for the relief of Bahians university students’ psychological tensions.

scholarly journals Arthur Mannering Tyndall, 1881-1961

1962 ◽  
Vol 8 ◽  
pp. 159-165 ◽  
Keyword(s):  
Private School ◽  
Royal Society ◽  
Research And Teaching ◽  
Physical Laboratory ◽  
University College ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
Outstanding Teacher

Arthur Mannering Tyndall was a man who played a leading part in the establishment of research and teaching in physics in one of the newer universities of this country. His whole career was spent in the University of Bristol, where he was Lecturer, Professor and for a while Acting ViceChancellor, and his part in guiding the development of Bristol from a small university college to a great university was clear to all who knew him. He presided over the building and development of the H. H. Wills Physical Laboratory, and his leadership brought it from its small beginnings to its subsequent achievements. His own work, for which he was elected to the Fellowship of the Royal Society, was on the mobility of gaseous ions. Arthur Tyndall was born in Bristol on 18 September 1881. He was educated at a private school in Bristol where no science was taught, except a smattering of chemistry in the last two terms. Nonetheless he entered University College, obtaining the only scholarship offered annually by the City of Bristol for study in that college and intending to make his career in chemistry. However, when brought into contact with Professor Arthur Chattock, an outstanding teacher on the subject, he decided to switch to physics; he always expressed the warmest gratitude for the inspiration that he had received from him. He graduated with second class honours in the external London examination in 1903. In that year he was appointed Assistant Lecturer, was promoted to Lecturer in 1907, and became Lecturer in the University when the University College became a university in 1909. During this time he served under Professor A. P. Chattock, but Chattock retired in 1910 at the age of 50 and Tyndall became acting head of the department. Then, with the outbreak of war, he left the University to run an army radiological department in Hampshire.

scholarly journals Interpreting social issues: Museum theatre’s potential for critical engagement

2017 ◽  
Vol 15 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Niki Nikonanou ◽  
Foteini Venieri
Keyword(s):  
Qualitative Methodology ◽  
Museum Education ◽  
Social Issues ◽  
Social Communities ◽  
Critical Engagement ◽  
Museum Theatre ◽  
The Subject ◽  
The University ◽  
Sensitive Issues ◽  
The City

Museum theatre and its potential within museum education is explored at the Museum Education and Research Laboratory at the University of Thessaly, Greece. There, the leading research project Museums and Education: methods of approaching and interpreting museum objects’aims to address how, over the last few decades, museum theatre has been in ever-increasing use to vocalize the sensitive issues of a multicultural society and marginalized social communities. Recent studies highlight museum theatre evoking empathy and critical engagement in the audience with the subject-matter of the performance. One such performance was organized by the School of Drama at the Aristotle University of Thessaloniki and studied in depth. Titled Voices of the City: Historical Routes through Theatre, the performance embodied controversial social issues, and its implementation was evaluated using qualitative methodology to examine the responses of visitors.

scholarly journals Strategi Pembelajaran Di Perguruan Tinggi Pada Masa Pandemi Covid-19

2020 ◽  
Vol 1 (1) ◽  
pp. 99-106
Author(s):  
Ferawaty Puspitorini
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
The Public ◽  
Internet Connection ◽  
Online Mode ◽  
E Learning ◽  
Qualitative Descriptive ◽  
The Subject ◽  
The University ◽  
The City

Begin the Year 2020, the world back appalled by the spread of the virus dangerous and deadly. The public call it as a corona virus. The emergence of the virus allegedly originated from the City of Wuhan, capital of Hubei Province, China. This Virus was first reported to WHO on 31 December 2019. This research is qualitative descriptive which describe the activities of online learning at the University of Bhayangkara Jakarta Raya after the enactment of the entire learning activities conducted at home with online mode. The subject consists of 3 students and 2 lecturers of Universitas Bhayangkara Jakarta Raya. Data collection using interviews. Based on the results of wawanccara learning activities with the online mode at the University of Bhayangkara Jakarta Raya have been effective with utilizing E-Learning applications Ubhara Jaya, Zoom and Google Classroom. Constraints in the implementation of online learning, namely the problem of internet connection less support. Keywords: Online Learning, Pandemic, COVID-19   Abstrak Mengawali Tahun 2020, dunia kembali digemparkan dengan penyebaran virus berbahaya dan mematikan. Publik menyebutnya sebagai virus corona. Kemunculan virus tersebut ditengarai berawal dari Kota Wuhan, ibukota Provinsi Hubei, Tiongkok. Virus ini pertama kali dilaporkan ke WHO pada tanggal 31 Desember 2019. Penelitian ini merupakan deskriptif kualitatif yang mendeskripsikan kegiatan pembelajaran daring di Universitas Bhayangkara Jakarta Raya setelah ditetapkannya seluruh kegiatan pembelajaran dilaksanakan di rumah dengan mode daring. Subjek terdiri dari 3 mahasiswa dan 2 dosen Universitas Bhayangkara Jakarta Raya. Pengumpulan data menggunakan wawancara.  Berdasarkan hasil wawanccara kegiatan pembelajaran dengan mode daring di Universitas Bhayangkara Jakarta Raya sudah efektif dengan memanfaatkan aplikasi E-Learning Ubhara Jaya, Zoom dan Google Classroom. Kendala dalam pelaksanaan pembelajaran daring yaitu masalah koneksi internet yang kurang mendukung. Kata kunci: pembelajaran online, masa pandemi, COVID-19

VI.—Recent Discoveries in the Bodleian Library

Archaeologia ◽  
1967 ◽  
Vol 101 ◽  
pp. 151-168 ◽  
Author(s):  
J. N. L. Myres
Keyword(s):  
Bodleian Library ◽  
The West ◽  
City Wall ◽  
External Appearance ◽  
The Past ◽  
The North ◽  
Divinity School ◽  
The Subject ◽  
The University ◽  
The City

The group of medieval and seventeenth-century buildings which forms the subject of this paper lies in the centre of academic Oxford, between the site of the city wall on the north, Exeter College and its garden on the west and south, and the old Schools Quadrangle on the east. It constitutes indeed the heart of the medieval university. In writing to Humphrey, duke of Gloucester, on 14th July 1444 the authorities described the site as eminently suitable for a library because it was somewhat remote from secular noises. In spite of a marked increase in secular noises over the past 500 years in traffic-ridden Oxford, this description remains substantially true today. The buildings, erected then and later, remain in external appearance almost exactly as they are depicted in David Loggan's Oxonia Illustrate. of 1675 (pl. xxvii). They comprise the Divinity School, for which the university was already collecting money and laying the foundations in 1423 ; Duke Humphrey's Library, built over it in the forty-five years following the letter to Duke Humphrey of 1444; Arts End and the Proscholium added at right angles to the east by Sir Thomas Bodley in 1610–12; and Selden End with the Convocation House below, attached similarly to the west in 1637–40. The three upper rooms, Duke Humphrey, Selden End, Arts End, form the core of the ancient buildings of the Bodleian Library: they have been continuously in use for library purposes for between 320 and 360 years.

Drama, Education, and the Politics of Change: Part Two

1986 ◽  
Vol 2 (5) ◽  
pp. 16-25
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Current Practice ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
Educational Climate ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City

Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

The Balliol-Trinity Laboratories, Oxford, 1853 - 1940

1970 ◽  
Vol 25 (2) ◽  
pp. 227-236
Keyword(s):  
Science Museum ◽  
Academic Standards ◽  
John Ruskin ◽  
Chemical Laboratory ◽  
Robert Boyle ◽  
Founder Member ◽  
The Subject ◽  
Set Up ◽  
The University ◽  
The City

THE subject of chemistry was first introduced to Oxford by Robert Boyle, a founder member of the Royal Society, during his residence in the City for a dozen or more years from 1654. In 1659 he brought Peter Sthael of Strasburgh to give lectures and instruction which were attended by senior and junior members of the University. Robert Plot (F.R.S. 1677), was appointed in 1683 to a chair of chemistry and given charge of the (Old) Ashmolean, then just constructed, in the basement of which was a chemical laboratory containing furnaces similar to those of Boyle. Throughout the eighteenth century, however, chemistry shared with other Oxford studies the low academic standards of the period. Interest increased in the early eighteen hundreds, and by the middle of the century, through the influence of a small group headed by Henry Acland (F.R.S. 1847), John Ruskin and Charles Daubeny (F.R.S. 1822) the University was persuaded to accept science as a respectable subject. Acland’s aim was to include some science in all degree courses, but specialization was preferred. An Honour School of Natural Science leading to the degree of B. A. was set up in 1850, and at the same time money was found for the erection of the Science Museum with attached laboratories. Daubeny, in 1848, had moved out of the Ashmolean to a laboratory he built at his own expense in the Physic Garden, and which he left at his death to Magdalen College.

scholarly journals Finite Elements, Roman-Style

2003 ◽  
Vol 125 (09) ◽  
pp. 58-60
Author(s):  
Robert O. Woods
Keyword(s):  
Finite Elements ◽  
Good Deal ◽  
Classical Scholarship ◽  
Irregular Shapes ◽  
Recent Interest ◽  
The Subject ◽  
The University ◽  
The City ◽  
Of Greece ◽  
Comprehensive Study

MJT Lewis has published a work that is a combination of classical scholarship and pragmatic experimentation, Surveying Instruments of Greece and Rome. Among other things, he has undertaken a comprehensive study of the limits of accuracy that are attainable using modern reconstructions of ancient instruments. Graceful Roman arches, built about 2,000 years ago, held up a carefully crafted water course more than 50 km long, from a rural spring to the city of Nimes. The chorobates was a tool used to get a horizontal reference by sighting along the top. A modern writer, who tried it, doubts its usefulness. The Roman practice of reducing a problem of irregular shapes to a series of manageable-sized orthogonal blocks may have been primitive; however, it got remarkable results. The recent interest in applying modern analytic and experimental techniques to the study of ancient engineering has inspired a good deal of research. Hubert Chanson, a reader in the Department of Civil Engineering at the University of Queensland in Australia, has published several papers on the subject and has mounted an introductory website, ‘Some Hydraulics of Roman Aqueducts’. The site gives numerous references to other literature, including experimental work by himself and V Valenti in 1995.

David William Dye, 1887 - 1932

1932 ◽  
Vol 1 (1) ◽  
pp. 75-78
Keyword(s):  
Private School ◽  
Technical College ◽  
National Physical Laboratory ◽  
Early Age ◽  
Engineering Student ◽  
Electrical Measurements ◽  
Physical Laboratory ◽  
The Subject ◽  
The University ◽  
The City

Dr. David William Dye was born at Portsmouth on December 30, 1887, and by his death at Surbiton on February 18th, 1932, at the early age of 44 years, we have lost a brilliant investigator and an acknowledged authority on the subject of electrical precision measurement to which his working life was devoted. The third son of the late Charles Dye, J.P., of Portsmouth, he received his early instruction in that city, first at a private school and later at the Municipal Technical College. As an engineering student he worked at the City and Guilds Technical College and subsequently graduated in the University of London. After a short apprenticeship course with the British ThomsonHouston Company at Rugby he joined the stall of the National Physical Laboratory in 1910, where he at once found tasks which specially appealed to him. Under A. Campbell, who was then in charge of the Electrical Measurements Division, he assisted in the development of methods for the magnetic testing of iron and its alloys in various forms, the construction of standards of inductance and the measurements of currents of radio-frequency.

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.

Drama, Education, and the Politics of Change: Part One

1985 ◽  
Vol 1 (4) ◽  
pp. 346-358 ◽  
Author(s):  
David Hornbrook
Keyword(s):  
Performing Arts ◽  
Further Education ◽  
Drama Education ◽  
Drama In Education ◽  
The Subject ◽  
The 1960S ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
The Way

Drama-in-education is a subject – or a set of theories – which became an educational discipline almost by historical accident, and about which strong feelings can still be aroused. That the arguments are too often confined to educationalists is symptomatic of the way the problems raised have seldom been shared with or considered by people working in professional theatre – and this in turn reflects the way that the subject has tended to be taught, with the emphasis strongly on its ‘educational’ rather than its ‘theatrical’ potential. Back in 1973. David Clegg's article ‘The Dilemma of Drama in Education’, in TQ9, caused a briefly wider flurry of interest, and in the present article David Hornbrook also attempts to put the subject into a contemporary critical perspective, looking here at what children are supposed to ‘learn’ and ‘experience’ through drama, and in the second part of his article, to follow in NTQ 5, examining present and future prospects for the subject. A repertory actor in the 1960s. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

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