scholarly journals “I WANT TO BE A PHILOSOPHY PROFESSOR” OR THE STORY OF ONE OF THE A.S. TURGENEV’S “PROJECTS”

2019 ◽  
Vol 23 (2) ◽  
pp. 145-171
Author(s):  
V. V. Vanchugov
Keyword(s):  
Education Abroad ◽  
Initial Stage ◽  
University Of Berlin ◽  
Philosophy Professor ◽  
Long Time ◽  
University Course ◽  
The University ◽  
University Council ◽  
To Receive ◽  
Masters Degree

The article devotes to the initial stage of I.S. Turgenev’s creativity path, when he intended to devote himself to philosophy. The first part of the historical and philosophical research covers the studentship stage of his life, Turgenev’s involvement to the University course of philosophy primarily in Moscow, then in St. Petersburg universities. Everything happened at Moscow University due to Professor M.G. Pavlov, Shelling’s philosophy follower, who was teaching physics in a philosophical format. He listened course of lectures on metaphysics at St.-Petersburg University, given by A. A. Fisher, who was one of the first who started to teach philosophy in accordance with Uvarov’s ideological triade “Orthodoxy, Autocracy and Nationality”. The second part touches upon the period of education abroad. After he had finished the philological faculty of St.-Petersburg University in 1837, he became convinced that Russian universities could provide only preliminary education and real source of knowledge could be found only abroad; that is why he goes “to finish his education” in Berlin. There he studied ancient languages, history and Hegel’s philosophy under the guidance of Professor Werder. Turgenev also prepared different parts of Shelling’s teaching for publishing in Russian periodic, after famous philosopher had given lectures in University of Berlin. The last part of this article gives a picture of Turgenev attempts to receive masters’ degree and tries to take place at the Department of Philosophy. At the beginning of 1842, after presenting the diploma of candidate, granted by St.-Petersburg University, he asked Moscow University Council to give him a permission to receive the masters’ degree; his utter motive was to occupy the place at the Department of Philosophy, which was vacant for a long time. But he failed to do so in Moscow and moved to St.-Petersburg, where he tried to pass exams needed to get degree again. However, he failed again due to not giving the dissertation work; as the result, he didn’t receive masters’ degree and, furthermore, he dedicated himself entirely to literature. However, Turgenev saved his interest to philosophical problems, which he tried to solve in prose format.

The Ceramic Sequence in the Etowah Drainage, Northwest Georgia

1948 ◽  
Vol 13 (3) ◽  
pp. 201-209 ◽  
Author(s):  
Robert Wauchope
Keyword(s):  
United States ◽  
Natural Resources ◽  
Preliminary Analysis ◽  
Preliminary Report ◽  
Eastern United States ◽  
University Of Georgia ◽  
National Monument ◽  
Long Time ◽  
The University ◽  
University Council

Pottery obtained during 1938–40 in northwest Georgia establishes a ceramic sequence which I shall preview here, since the war delayed even a preliminary analysis of this material for so many years and the final publication will be a long time in preparation.I am grateful to the University of Georgia and the State Department of Natural Resources, sponsors of the WPA survey which obtained the materials discussed here, for permission to present this preliminary report on the ceramics of the Etowah Drainage. I am also indebted to the Tulane University Council on Research for a grant which enabled Mrs. Wauchope and me to study the pottery in Georgia during the summer of 1946, and to Dr. Arthur R. Kelly, Ocmulgee National Monument, for many official and personal courtesies extended to us during our stay in Macon.I shall employ the designations for archaeological stages used by Ford and Willey in An Interpretation of the Prehistory of the Eastern United States, since these make it unnecessary to refer frequently to many different individual components in chronologically related areas.

scholarly journals English Philology Students’ Opinions on their L2 Pronunciation Skills: A Changing Perspective

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Dorota Lipinska
Keyword(s):  
Longitudinal Study ◽  
English Studies ◽  
First Semester ◽  
Initial Stage ◽  
University Course ◽  
The University ◽  
Study Participants ◽  
L2 Pronunciation

<p align="center"><strong> </strong></p><p>The aim of this paper is to present the results of a longitudinal study based on anonymous (encoded) questionnaires filled in by a group of students enrolled at a university English Studies programme. The questionnaires analysed the students’ views and opinions concerning their own pronunciation in English as an L2.</p><p>The initial stage of the study took place at the beginning of the first semester of studies before the first pronunciation class in which the students took part. Then the study participants were trained in both segmental and suprasegmental phonetics of English. Finally, they filled in almost the same questionnaire. The obtained results have shown that although initially the subjects had been satisfied with their own L2 pronunciation, later they realized that it had left a lot to be desired and it improved only after the university course in English phonetics.</p>

Parallel Ant Colony Optimization on the University Course-Faculty Timetabling Problem in MSU-IIT

2012 ◽  
Author(s):  
Earth B. Ugat ◽  
Jennifer Joyce M. Montemayor ◽  
Mark Anthony N. Manlimos ◽  
Dante D. Dinawanao
Keyword(s):  
Ant Colony Optimization ◽  
Ant Colony ◽  
Timetabling Problem ◽  
University Course ◽  
The University

МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ

2019 ◽  
Author(s):  
A.N. Novikov ◽  
M.S. Novikova
Keyword(s):  
School Curriculum ◽  
Binary Opposition ◽  
Geographic Education ◽  
Regional Geography ◽  
Geographical Education ◽  
Sectoral Analysis ◽  
Scientific Papers ◽  
Production Cycles ◽  
University Course ◽  
The University

География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

scholarly journals Developing a Fuzzy TOPSIS Model Combining MACBETH and Fuzzy Shannon Entropy to Select a Gamification App

Mathematics ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 1034
Author(s):  
María Carmen Carnero
Keyword(s):  
Shannon Entropy ◽  
Fuzzy Topsis ◽  
Preference Ranking ◽  
Promethee Ii ◽  
Ciudad Real ◽  
Industrial Manufacturing ◽  
Model Combining ◽  
La Mancha ◽  
University Course ◽  
The University

Due to the important advantages it offers, gamification is one of the fastest-growing industries in the world, and interest from the market and from users continues to grow. This has led to the development of more and more applications aimed at different fields, and in particular the education sector. Choosing the most suitable application is increasingly difficult, and so to solve this problem, our study designed a model which is an innovative combination of fuzzy Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) with the Measuring Attractiveness by a Categorical Based Evaluation Technique (MACBETH) and Shannon entropy theory, to choose the most suitable gamification application for the Industrial Manufacturing and Organisation Systems course in the degree programmes for Electrical Engineering and Industrial and Automatic Electronics at the Higher Technical School of Industrial Engineering of Ciudad Real, part of the University of Castilla-La Mancha. There is no precedent in the literature that combines MACBETH and fuzzy Shannon entropy to simultaneously consider the subjective and objective weights of criteria to achieve a more accurate model. The objective weights computed from fuzzy Shannon entropy were compared with those calculated from De Luca and Termini entropy and exponential entropy. The validity of the proposed method is tested through the Preference Ranking Organisation METHod for Enrichment of Evaluations (PROMETHEE) II, ELimination and Choice Expressing REality (ELECTRE) III, and fuzzy VIKOR method (VIsekriterijumska optimizacija i KOmpromisno Resenje). The results show that Quizizz is the best option for this course, and it was used in two academic years. There are no precedents in the literature using fuzzy multicriteria decision analysis techniques to select the most suitable gamification application for a degree-level university course.

scholarly journals Barriers to Development of an App for Improving Staff-Family Communication at Israeli Geriatric Facilities

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 192-193
Author(s):  
Rinat Cohen ◽  
Gal Maydan ◽  
Shai Brill ◽  
Jiska Cohen-Mansfield
Keyword(s):  
Mobile App ◽  
Institutional Review Boards ◽  
Staff Members ◽  
Institutional Review ◽  
Implementation Planning ◽  
Institutional Adoption ◽  
Communication Needs ◽  
The University ◽  
And Control ◽  
To Receive

Abstract Family caregivers (FCs) of institutionalized noncommunicative older persons reported multiple unmet communication needs focusing on the need to receive reliable and regular updates on the patient’s condition. We have developed a mobile app for improving communication between FCs and healthcare professionals (HPs), based on 152 interviews with FCs and 13 discussion groups with HPs from four Israeli geriatric facilities. Both parties participated in app planning, tailoring it to their needs and abilities. App use implementation encountered major obstacles including the bureaucratic process concerning signing contracts between the university and software development firms, which hindered the process for a full year; data security department required disproportionate security levels that interfered with user experience and delayed the development process; the study’s definition varied across different ethics/Helsinki committees (Institutional Review Boards; IRBs), which led to different demands, e.g., insurance for medical clinical trials although no drugs or medical device were involved; lack of cooperation by mid-level staff members despite the institutional adoption of the app project; low utilization by HPs resulted in FCs not receiving timely responses. Despite these and other obstacles, we tested app use for 15 months in one facility in a pre-post-design with intervention and control groups, and we have since begun testing it in another facility. FCs who had used the app had positive feedback and wished to continue using it. App use optimization requires implementation planning, assimilating changes in each facility’s work procedures and HP’s engagement and motivation and thus depends on institutional procedures and politics.

If We Do Not Cut the Parables out of Their Frames

1991 ◽  
Vol 37 (3) ◽  
pp. 321-335 ◽  
Author(s):  
Birger Gerhardsson
Keyword(s):  
New Testament ◽  
Secondary Literature ◽  
The New Testament ◽  
Long Time ◽  
The University

The New Testament discipline is a rather odd bird within the university. The object of our research is small, a book we can have in our pocket. And the learned work with this book has been carried out for a long time: acute theologians have studied it for almost two millennia and critical scholars for two centuries; there is hardly any counterpart. The secondary literature is as the grains of sand on the sea-shore.

Sign in / Sign up

Export Citation Format

Share Document