A Catalogue of the Arabic and Persian Manuscripts in the Arts and Social Sciences Library of the University of Bristol

Iran ◽  
2005 ◽  
Vol 43 ◽  
pp. 283
Author(s):  
Susan Asili
Keyword(s):  
Social Sciences ◽  
The Arts ◽  
University Of Bristol ◽  
The University

Recent Views on Tragedy Ancient and Modern

Traditio ◽  
1959 ◽  
Vol 15 ◽  
pp. 443-448
Author(s):  
Virginia Woods Callahan
Keyword(s):  
Focal Point ◽  
Greek Tragedy ◽  
University Of Michigan ◽  
Classical Philology ◽  
The Arts ◽  
History Of ◽  
Tragic Drama ◽  
Contemporary Painting ◽  
University Of Bristol ◽  
The University

In 1958 the American Council of Learned Societies devoted its thirty-ninth annual meeting to a consideration of ‘the present-day vitality of the classical tradition.’ The focal point in the two-day program was the persistent influence of certain aspects of Greek tragedy upon the arts in our time: two versions of the Antigone (Sophocles’ and Jean Anouilh's) were presented on the same evening; there were lectures on ‘the tragic sense’ in Picasso's Guernica and in contemporary painting and music; but the most striking affirmation of the theme was a lecture on ‘The Vitality of Sophocles’ by Professor H. D. F. Kitto of the University of Bristol. One of the most distinguished of modern classical scholars, Mr. Kitto is well known among American students for his book, Greek Tragedy, published in 1939. In addition to his work on tragic drama here considered there appeared in print last year a small volume by him on Sophocles as dramatist and philosopher. In 1957 Harvard University published a long-awaited, monumental study of Aristotle's Poetics by Professor Gerald F. Else of the University of Michigan, and in 1958 The Johns Hopkins Press published in book form six lectures delivered in Baltimore by Professor Richmond Lattimore on The Poetry of Greek Tragedy. That these classical scholars should have, during recent years, made such varied contributions to an understanding of Greek tragedy — a field to which each of them has devoted a major portion of his academic life — is noteworthy but scarcely surprising, since the Greek theatre and the Greek tragedians have been a perennial subject in the history of classical philology.

scholarly journals The 'go digital' Bristol experience

2021 ◽  
pp. 57-62
Author(s):  
Gloria Visintini
Keyword(s):  
Teaching And Learning ◽  
Assessment Practices ◽  
Digital Education ◽  
The Arts ◽  
Difficult Conversations ◽  
Education Agenda ◽  
University Of Bristol ◽  
The University ◽  
Work Done ◽  
Academic Year

This article describes the move to digital teaching and learning for the language team in the School of Modern Languages (SML) at the University of Bristol as a consequence of COVID-19 in March 2020. Topics discussed here include the educational guidelines the university put in place; how these were followed and implemented by colleagues in Modern Languages; the new digital teaching and assessment practices; how decisions were reached across languages; technologies that people used and the support available; challenges in delivering teaching; and, lastly, the opportunities created for staff and students. In describing our practice during the pandemic, I will also offer my personal take and observations as the person responsible for digital education in the Arts Faculty who assisted the language team in this transition. I will reflect on how this pandemic has accelerated our digital education agenda and how having a background in language teaching has helped and informed some of the – sometimes difficult – conversations I had with my language colleagues during these fast-moving and uncertain times. The article will end with a brief description of some of our remaining challenges and lessons learnt while the university has announced that next academic year will be delivered largely digitally. The work done so far will inform our planning.

Dramas of the Performative Society: Theatre at the End of its Tether

2001 ◽  
Vol 17 (3) ◽  
pp. 203-211 ◽  
Author(s):  
Baz Kershaw
Keyword(s):  
Performance Studies ◽  
Extensive Experience ◽  
The Arts ◽  
Theatre Company ◽  
The Creation ◽  
Radical Theatre ◽  
University Of Bristol ◽  
The University ◽  
Drury Lane

The emergence of new performance paradigms in the second half of the twentieth century is only now being recognized as a fresh phase in human history. The creation of the new discipline, or, as some would call it, the anti-discipline of performance studies in universities is just a small chapter in a ubiquitous story. Everywhere performance is becoming a key quality of endeavour, whether in science and technology, commerce and industry, government and civics, or humanities and the arts. We are experiencing the creation of what Baz Kershaw here calls the ‘performative society’ – a society in which the human is crucially constituted through performance. But in such a society, what happens to the traditional notions and practices of drama and theatre? In this inaugural lecture, Kershaw looks for signs and portents of the future of drama and theatre in the performative society, finds mostly dissolution and deep panic, and tentatively suggests the need for a radical turn that will embrace the promiscuity of performance. Baz Kershaw, currently Professor of Drama at the University of Bristol, trained and worked as a design engineer before reading English and Philosophy at Manchester University. He has had extensive experience as a director and writer in radical theatre, including productions at the Drury Lane Arts Lab and with the Devon-based group Medium Fair, where he founded the first reminiscence theatre company Fair Old Times. His latest book is The Radical in Performance (Routledge, 1999). More recently he wrote about the ecologies of performance in NTQ 62.

scholarly journals Corrigendum

2017 ◽  
Vol 24 (4) ◽  
pp. 655-655
Keyword(s):  
Social Sciences ◽  
Political Geography ◽  
Social Sciences And Humanities ◽  
University Of Cambridge ◽  
The Arts ◽  
The University ◽  
Urban Atmospheres

Matthew Gandy (2017) Urban atmospheres. cultural geographies 24(3): 353–374. The author of this article would like to make the following correction: The publication year for the S.Fregonese reference in endnote 3 is incorrectly listed as ‘2007’. Note 3 should read: The discussion took place in response to a paper presented by Sara Fregonese at the John Harvard Symposium entitled ‘Topographies of Citizenship’ hosted by CRASSH (Cambridge Centre for Research in the Arts, Social Sciences and Humanities) at the University of Cambridge, 4–5 February 2016. See S.Fregonese, ‘Affective Atmospheres, Urban Geo-Politics, and Conflict (De)escalation in Beirut’, Political Geography, 61, 2017, pp. 1–10.

scholarly journals Conversation with... Wendy Larner

2018 ◽  
Vol 6 (1) ◽  
pp. 1-10
Author(s):  
Ruben Kremers
Keyword(s):  
Social Sciences ◽  
Political Economy ◽  
Social Scientist ◽  
Current Role ◽  
And Gender ◽  
University Of Bristol ◽  
The University ◽  
Research Director

Professor Wendy Larner is an internationally acclaimed social scientist whose research sits in the interdisciplinary fields of globalisation, governance and gender. She graduated from Carleton University in 1997 with a PhD in Political Economy and has since worked at the University of Auckland (1997-2005) and the University of Bristol, where she became Research Director, then Dean of the Faculty of Social Sciences and Law (2005-2015). In December 2015, Professor Larner assumed her current role as Provost of the Victoria University of Wellington. Professor Larner visited the University of Warwick in June 2017 at the Institute for Advanced Studies’ invitation. Image credit: Wendy Larner.

scholarly journals Design for Inquiry-based Learning Case Studies

2009 ◽  
Author(s):  
Jamie Peter Wood
Keyword(s):  
Social Sciences ◽  
Case Studies ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Inquiry Based Learning ◽  
The Past ◽  
The Arts ◽  
The University ◽  
Excellence In Teaching

The past six months have witnessed the development and dissemination of a number of case studies of inquiry-based learning (IBL) projects supported and developed by the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS), a Centre for Excellence in Teaching and Learning at the University of Sheffield (www.shef.ac.uk/cilass/cases). The cases aim to provide practitioners with accessible, informative and inspiring resources that illustrate ways in which inquiry-based learning is conceptualised, designed and facilitated in different disciplinary contexts. They are intended to communicate something of the experiences of students and staff who have been involved in inquiry-based learning activities at Sheffield.

Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

Marcel Mauss and the Turn to the Gift

2018 ◽  
Author(s):  
Rebecca Colesworthy
Keyword(s):  
Social Sciences ◽  
Experimental Writing ◽  
Market Society ◽  
The Arts ◽  
The Social ◽  
The Gift ◽  
New Material ◽  
Anglo American ◽  
Leonard Woolf

Chapter 1 takes a cue from recent anthropologists who have stressed the influence of Mauss’s socialism on his sociological work. Returning to Mauss’s The Gift, the chapter argues that what links his essay to the experimental writing of his literary contemporaries is not their shared fascination with the primitive, as other critics have suggested, but rather their shared investment in reimagining social possibilities within market society. Mauss was, as his biographer notes, an “Anglophile.” Shedding light on his admiration of British socialism and especially the work of Beatrice and Sidney Webb—friends of Virginia and Leonard Woolf—as well as competing usages of the language of “gifts” in the social sciences and the arts, the chapter ultimately provides a new material and conceptual framework for understanding the intersection of largely French gift theory and Anglo-American modernist writing.

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