Fight for Employment

2018 ◽  
pp. 252-268
Author(s):  
Robert E. Lerner

This chapter details Ernst Kantorowicz's struggle for employment at Berkeley from the winter of 1939 until the spring of 1945. For three successive academic years he faced unemployment until he was rescued at the last minute by one-year appointments. For the academic year 1943–44, Kantorowicz did not even gain a one-year appointment but supported himself by teaching for the army. In 1944–45 came another one-year appointment at Berkeley, but this one was made on the presumption that he would then move a year later into the chair of William A. Morris. That was no guarantee, but in May 1945 Kantorowicz was finally awarded a tenured full professorship.

Philosophy ◽  
1998 ◽  
Vol 73 (1) ◽  
pp. 151-151

Royal Institute of Philosophy BursariesThe Royal Institute of Philosophy proposes to make available annually four bursaries of £1,000 each, to be awarded to students who are already on courses of postgraduate study (e.g. MA, MPhil, PhD, DPhil, BPhil) in British Universities.The aim of the scheme is to assist students of promise and of proven postgraduate ability to continue or complete their courses of study or dissertations. Each Bursary will last for one year and will not be renewable, although successful candidates from one year will be able to re-apply for a second bursary in a succeeding year (to a maximum of two bursaries in toto).In order to apply, a candidate must submit a CV, a 1-2 page account of his or her future research and/or programme of study and the names of two academic referees from the institution at which he or she is currently studying. At the end of their tenure of a bursary, successful candidates will be expected to make a report to the Royal Institute of Philosophy on their academic progress.Candidates will not normally be called for interview. In making the awards, the Royal Institute of Philosophy will attempt to select one candidate annually from each of the following subdivisions of philosophy:1. Epistemology, Metaphysics, Philosophy of Science2. Philosophical Logic, Philosophies of Mind and Language3. Moral and Political Philosophy4. Aesthetics, Philosophy of Religion, Law and History (These areas may be treated by reference to the History of Philosophy).The bursaries will run from the beginning to the end of the academic year and will begin in September 1998. Those who wish to apply for the 1998-99 awards should submit their applications by 1 May, 1998 to the Secretary, Royal Institute of Philosophy, 14, Gordon Square, London WC1H 0AG. Those applying will be notified of the decision of the Royal Institute of Philosophy in July, 1998.


2019 ◽  
Vol 33 (4) ◽  
pp. 556-568
Author(s):  
Anneli Frelin ◽  
Göran Fransson

Purpose The purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year. Design/methodology/approach Semi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post. Findings The assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership. Research limitations/implications The study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives. Practical implications Policymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations. Social implications For some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership. Originality/value The data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.


2017 ◽  
Vol 41 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Mustafa Kemal Alimoglu ◽  
Selda Yardım ◽  
Hilmi Uysal

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach “polyneuropathies” in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL methods in terms of knowledge retention, in-class learner engagement, and learner reactions. First, we determined in-class engagement and satisfaction of the students for the lectures given in the 2013–2014 academic year. The following year, besides the same criteria, we also determined individual (IRAT) and group readiness test (GRAT) scores in the TBL group. End-of-clerkship exam scores for both groups were recorded. Additionally, opinions of patients about their experiences throughout the TBL process were determined. One year later (2015 for lecture and 2016 for TBL), both groups sat for an MCQ test to determine their knowledge retention levels. We found no difference between groups regarding end-of-clerkship exam scores. The mean knowledge retention test score of the TBL group was significantly higher than that of the lecture group (5.85 ± 1.74 vs. 3.28 ± 1.70). The differences between IRAT, GRAT, and retention test scores in the TBL group were significant. The mean student satisfaction score on a five-point scale was 3.01 ± 0.9 (median = 3) in the lecture group and 4.11 ± 1.1 (median = 4) in the TBL group. Our results seem encouraging for use of TBL performed with real patients in neurology education to achieve better long-term knowledge retention and higher in-class engagement and student satisfaction.


2020 ◽  
Author(s):  
Mustika

financial administration is a process or all activities related to the financial goals that aim to achieve certain goals that have been fixed in an organization and later there must be financial reports that are given at the end of the activity. Financial Administration Process include the preparation of the RPS , preparation of RKAS: RKAS is a detailed plan of funding and program funding for one year, and official school budget documents are approved by the school principal and endorsed by the world of education intended for state schools and education delivery for private schools, and the RKAS period is valid for one academic year to come consisting of income and expenses. Is a report of all activities that will be carried out in the implementation of financial management in schools and reported in accordance with established procedures.)


2021 ◽  
Vol 4 ◽  
pp. 96-103
Author(s):  
Vita Bova

The chronological boundaries of this study cover one academic year. That was the last year of Osyp Bodiansky’s studies at the Poltava (Pereiaslav) Seminary. The main source base consists of Osyp and Fedir Bodiansky’s letters from Pereiaslav addressed to their parents. The article aims to study the quarantine period of Osyp Bodiansky’s life in Pereiaslav during the second cholera pandemic. It is an attempt to recreate one year of Osyp Bodiansky’s life from the moment he arrived to study before leaving for Moscow. The sequence of events helps to answer the question: where did O. Bodiansky live, how did he earn from the conditions, what was distance education in 1830–1831 like, how did he manage to avoid cholera? This year began with finding a good apartment and a trip to Kyiv to buy some books. O. Bodiansky planned to re- ceive 660 rubles from the conditions. In October, the seminary was quarantined and all the students were sent home. There were two attempts to resume the study, but cholera reached Pereiaslav and the study did not take place. O. Bodiansky completed a full seminar course in Pereiaslav only in September 1831 and went to continue his studies at Moscow University. The main focus of the article is the quarantine conditions of study in the seminary and the life in the city. This study has a prosopographic context, which contributes to the retrospective of the social portrait of O. Bodiansky and the city of that time. Osyp Bodyansky was one of those who studied in this city and kept in touch with the locals throughout his life. His character was formed here together with the desire to know the truth, love for the Ukrainian way of life.The relevance of the study of such a historical figure as O. Bodiansky, who made a significant contribution to the preservation and development of Ukrainian history and culture in the Moscow ideology, is dictated by the socio-political realities of today when Ukrainian culture once again needs protection and promotion. This is a human-dimensional vision of both the history of a particular region (in this case, Pereiaslav in the early nineteenth century) and the understanding of a person of a particular era and region as a person, not a known historical figure without any ideological involvement.


Author(s):  
Edward Hensel ◽  
Amy Hortop

Retention of students from the first to second year of engineering programs has long been recognized as an important and challenging hurdle. The Mechanical Engineering Department at RIT has implemented several changes to its first year programs and student support services during the preceding five years, which have resulted in a significant increase in one-year retention. During the 2005-06 academic year, additional support services were provided to first year learning communities in combination with course offering logistics modifications. Additional focus was placed on building a firm relationship between each student and their faculty adviser. Six initiatives were studied during the 2005-06 academic year, resulting in a projected first year retention rate of 98% at the institution, and 96% retention within the mechanical engineering department.


2013 ◽  
Author(s):  
Carey Bledsoe

<p>This dissertation is a qualitative study of an all-girls’ advisory in a coeducational,</p> <p>urban middle school located in a mid-sized city in the northeast.</p> <p>The advisory group met daily over the course of the 2010-2011 academic year.</p> <p>Drawing from data collected over one year of fieldwork--including participant</p> <p>observation, analysis of discourse, dynamic interviews, and the analysis of</p> <p>social constructs --this study explores how a group of mostly African</p> <p>American and Latina students created a caring community in order to increase</p> <p>their academic and social success.</p>


Philosophy ◽  
2001 ◽  
Vol 76 (1) ◽  
pp. 184-185

The Royal Institute of Philosophy—Jacobsen FellowshipsThe Royal Institute of Philosophy Bursaries 2001–2002In accordance with the deed of trust made by the benefactor Mr. Jens Jacobsen, The Royal Institute of Philosophy is pleased to offer for the academic year 2001–2002 seven Royal Institute of Philosophy Jacobsen Fellowships for research in certain fundamental parts of philosophy. The Fellowships, of £5,000 each, will be for one year.The parts of philosophy are Speculative Metaphysics, Critical Metaphysics, the Philosophy of Mind, Epistemology, Philosophical Logic, Philosophy of Life, Determinism, the Nature of Life, Evolution, Moral Philosophy, Political and Social Philosophy. This list is in accordance with the philosophical interests of Mr. Jacobsen.In addition, postgraduates are offered eight Royal Institute of Philosophy Bursaries for 2001–2002 of £1,000 each, also for one year, but with no restrictions as to area of study. Candidates may be considered for both Fellowships and Bursaries, but if awarded a Fellowship, will not also be offered a Bursary.Fellowships and Bursaries will be available only to postgraduate students who have already completed at least one year of work for a higher degree in philosophy in a British University. In making the awards, in accordance with its own remit, The Royal Institute of Philosophy will be seeking candidates whose work, while rigorous, avoids needless technicality and is in the tradition of philosophy as a humane discipline.In order to be considered for Fellowships or Bursaries or, where appropriate, both, applicants should submit a curriculum vitae of not more than 1,000 words, together with a statement of not more than 500 words outlining their research project. They should also arrange for two academic referees from the institution at which they are currently studying to write on their behalf direct to The Royal Institute of Philosophy. Candidates will not normally be called for interview.No one will he awarded either a Fellowship or a Bursary who is in receipt of any other award for the academic year 2001–2002 of over £2,000. In view of this restriction, The Royal Institute of Philosophy will be unable to make its final decisions prior to the announcement of the British Academy/AHRB studentships in September 2001. In making their applications, candidates must notify the Institute of their contact address as it will be in September 2001; should their plans change the Institute must be informed immediately.Applications and references should be sent on or before June l, 2001 to The Secretary, The Royal Institute of Philosophy, 14 Gordon Square, London WC1H 0AG.Jacobsen Fellowships 2000–2001The following were awarded Jacobsen Fellowships of £5,000 each for 2000–2001:Ian Brassington – University of BirminghamChristopher Ellis – University of EssexWilliam Fish – University of NottinghamThomas Hart – University of DurhamJulian Kiverstein – University of EdinburghGianmatteo Mameli – King's College, LondonCyrus Panjvani – University of St AndrewsRoyal Institute of Philosophy Bursaries 2000–2001The following were awarded Royal Institute of Philosophy Bursaries of £1,000 each:S. R. Bamford – University of DurhamNils Kürbis – University of Wales, LampeterDavid Levy – King's College, LondonStefano Manfredi – University of SheffieldPatrice Philie – University of St AndrewsDawn Philips – University of DurhamThe British Academy – Bayes's Theorem SymposiumThe British Academy is holding a one day symposium on Bayes's Theorem at 10 Carlton House Terrace, London SW1, on Saturday March 10th, 2001, starting at 10am. The main speakers will be Elliott Sober, Colin Howson, Philip Dawid and John Earman. Details from The British Academy, 10 Carlton House Terrace, London SW1Y 5AH (telephone: 020 7969 5200, email: [email protected]). Admission will be free, but prior registration is essential.


PEDIATRICS ◽  
1950 ◽  
Vol 5 (4) ◽  
pp. 754-756

The National Foundation for Infantile Paralysis is offering fellowships to physicians for one academic year of study leading to a Master of Public Health degree at a school of public health approved by the American Public Health Association. Eligibility requirements include United States citizenship, graduation from a Class A school of medicine, completion of an interneship of not less than one year, license to practice medicine in one or more states and sound health.


Author(s):  
Achmad Ridwan ◽  
Yuli Rahmawati ◽  
Nurbaity,

The article portrays a one-year study of the development of a socio-critical and problemoriented approach to learning chemistry on the topics of electrolytes and nonelectrolytes, reduction and oxidation, acids and bases, and colloids. The research was conducted in the academic year 2014/2015 with three classes of Year 10 and 11 students. The socio-critical and problem-oriented approach developed by Marks and Eilks (2009) aligned with the new curricula in Indonesia was used. A qualitative research approach was employed with multiple methods such as interviews, observations, and reflective journals. In classrooms with different topics, the sociocritical and problem-oriented approach was found to help students develop their soft skills of critical and reflective thinking, argumentation skills, and collaboration with others. Different classrooms were found to have different levels of students' engagement, however, the teachers developed different methods of implementing the socio-critical and problem-oriented approach, including discussions, debates, and performances to engage their students. The research study found that this approach can be implemented in the teaching of chemistry topics that are relevant to the context of social problems in Indonesia.


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