In Memoriam. Professor Stefan ERNST

2015 ◽  
Vol 39 (4) ◽  
pp. 665-666
Author(s):  
Mirosław Chorazewski
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Unexpected Death ◽  
Uranyl Compounds ◽  
Liquid Phases ◽  
German Speaking ◽  
In Memoriam ◽  
The University ◽  
Phd Thesis ◽  
Molecular Acoustics

Abstract It is with great sadness that we inform our readers about the recent death of Professor Stefan Ernst. Stefan Ernst was born in Piaśniki, Upper Silesia, on November 03, 1934, to parents of Polish-German descent. His primary education started during the war at a German-speaking school in Wirek and continued in Olesno, where he also got his secondary education. As chemistry studies were not yet available at the University ofWrocław in 1953, he started studying biology and switched to chemistry a year later. He received his master’s degree in chemistry in 1959, as one of the first graduates in that major. Then, he started his work on application of thermodynamics and molecular acoustics in investigation of liquid phases under the guidance of the Prof. Bogusława Jeżowska-Trzebiatowska. On 28 November 1967, he defended his PhD thesis entitled “Association-Dissociation Equilibria and the Structure of Uranyl Compounds in Organic Solvents” at the University of Wrocław. Professor Stefan Ernst was a linguist, a polyglot, a renowned thermodynamisist and a researcher of molecular acoustics. With great regret and shock we have learned of his sudden and unexpected death on August 03, 2014, in a hospital in Kraków.

Food insecurity transitions among rural households in Nigeria

2020 ◽  
Vol 39 (1) ◽  
Author(s):  
Oluwakemi Adeola Obayelu ◽  
Emem Ime Akpan
Keyword(s):  
Food Security ◽  
Secondary Education ◽  
Food Insecurity ◽  
Primary Education ◽  
Rural Households ◽  
Farm Size ◽  
Dependency Ratio ◽  
Male Adult ◽  
Access To Credit ◽  
Food Expenditure

Food insecurity dynamics of rural households in Nigeria was assessed using a panel data. Results showed that 44.4% of households that were food secure in the first panel transited into food insecurity in the second panel, while 32.5% that were mildly food insecure transited into food security. Furthermore, 25.7% transited from moderate food insecurity to food security, while 38.2% transited from severe food insecurity to food security. About 35.1% of households were never food insecure; 11.4% exited food insecurity 28.0% entered food insecurity; while 25.48% remained always food insecure. Having primary education, secondary education, dependency ratio, household size, share of non-food expenditure and farm size explained food insecurity transition. However, the likelihood of a household being always food insecure was explained by gender, female-to-male-adult ratio, marital status, primary education, secondary education, dependency ratio, share of non-food expenditure, farm size, access to credit and access to remittance.

IN SEARCH OF EDUCATIONAL STRATEGY FOR UKRAINE

2016 ◽  
Author(s):  
Viсtor Ognevyuk
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
School Management ◽  
Education Quality ◽  
Quality Of Education ◽  
Global Competitiveness ◽  
The World ◽  
Management School ◽  
Global Competitiveness Report

The article deals with the world rating of Ukrainian educational sphere according to The Global Competitiveness Report and UNESCO Science Report. It shows comparative indices of Ukraine in contrast to the other countries of these world ratings according to the “Quality of primary education”, “Penetration of primary education”, “Penetration of secondary education”, “Quality of secondary education”, “Quality of education in Sciences”, “Quality of school management”, “School access to the internet” and others. The article also defines strategic directions of reforming Ukrainian education system to improve its position in the world international ratings.

Parent-Young People Communication on Sexual and Reproductive Health Issues and Associated Factors Among Students in Agaro Town, Ethiopia: A Cross-sectional Study

2021 ◽  
Author(s):  
Daba Abdissa ◽  
Workitu Sileshi
Keyword(s):  
Logistic Regression ◽  
Secondary Education ◽  
Young People ◽  
Reproductive Health ◽  
Primary Education ◽  
Educational Status ◽  
Cross Sectional Study ◽  
P Value ◽  
Sectional Study ◽  
Cross Sectional

Abstract BackgroundSexual and reproductive health (SRH) is at the base of young people's living and wellbeing. A significant number of young peoples are affected by avoidable SRH problems due to a lack of appropriate knowledge regarding SRH. Parent-young communication on SRH is critical in informing them about risk and protective behaviors which in turn decrease the likelihood of involvement in risky sexual behaviors. Therefore, the purpose of this study was to evaluate the parent-young communication on SRH issues among secondary and preparatory school students at Agaro town, Southwestern Ethiopia. MethodsSchool based cross-sectional study was conducted from April 13 to April 20, 2019 using stratified random sampling technique. Data were collected using pretested interviewer-administered structured questionnaire entered into Epi data version 3.1; and analyzed using SPSS version 20. A variable having a p-value of <0.25 in the bivariable logistic regression model was subjected to multivariable logistic regression analysis to avoid the confounding variable’s effect. Adjusted odds ratios were calculated at the 95% confidence interval and considered significant with a p-value of <0.05.ResultsA total of 315 students were included to the study. The mean age of the respondents was 20.2±2.6 years. The study finding showed that 61.3% of the participants were discussed on SRH issues with their parents. Educational status of mother [primary education (AOR=3.67; 95%CI=1.93,6.97),secondary education(AOR:2.86;95%CI=1.20,6.80)],educational status of father[primary education (AOR=5.8;95%CI=2.8,12.3,secondary education (AOR=3.21; 95%CI=1.55,6.59)],having family size of <5 (AOR= 6.4; 95%CI= 3.36,12.37) and having boy/girlfriend(AOR=1.99; 95%CI=1.0,3.8) were significantly associated with parent-young people communication. ConclusionAbout two third of the participants communicate with their parents about SRH issues. Parents’ educational status, family size of <5 and having boy/girlfriend were significantly associated with the parent-young people communication. The main reasons for not communicated was cultural taboos, shame and parents lack of knowledge. Therefore, it is necessary to educate and equip students and parents to address the identified problems.

scholarly journals Samuel Phillips Bedson, 1886-1969

1970 ◽  
Vol 16 ◽  
pp. 14-35
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
General Education ◽  
Grammar School ◽  
Preparatory School ◽  
Postgraduate Study ◽  
Manual Skills ◽  
One Year ◽  
The University ◽  
Newcastle Upon Tyne

Samuel Phillips Bedson was born on 1 December 1886 in Newcastle upon Tyne. His father, Peter Phillips Bedson, was born in Manchester, educated at Manchester Grammar School and studied chemistry under Sir Henry Roscoe at Owens College, later Manchester University. After a period of postgraduate study at the University of Bonn, Peter Bedson returned to this country and was appointed to the Chair of Chemistry in the University of Durham (Durham College of Science, Newcastle upon Tyne). He held this Chair for 37 years until his retirement in 1921. His wife was the daughter of Samuel Hodgkinson, cotton spinner (Hollins Mill Co.) of Marple, Cheshire. There were three children of this marriage, Sam being the second. Along with his elder brother and four other boys he was educated privately until the age of ten. Then after one year at Newcastle Preparatory School he went to Abbotsholme School in Derbyshire where he spent the next six years. This school had been founded by Cecil Reddie as an experiment in secondary education because of his dissatisfaction with the narrowness of the curriculum in most Public Schools. Reddie planned ‘a programme of general education catering for physical and manual skills, for artistic and imaginative development, for literary and intellectual growth and for moral and religious training’.

scholarly journals Draw-A-Science-Comic: Alternative prompts and the presence of danger

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jaakko Lamminpää ◽  
Veli-Matti Vesterinen
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Detailed Analysis ◽  
Primary Education ◽  
Age Groups ◽  
Early Years ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Children’S Conceptions ◽  
Two Age Groups

The early years of primary school are important in shaping how children see scientists and science, but researching younger children is known to be difficult. The Draw-A-Scientist Test (DAST), in which students are asked to draw a scientist, has been one of the most popular ways to chart children’s conceptions of scientists and science. However, DAST tends to focus mainly on children’s conceptions about the appearance of scientists. To focus more on children’s conceptions of scientific activities as well as the emotions and attitudes associated with science, the Draw-A-Science-Comic test (DASC) was recently introduced. This study compares three alternative DASC prompts for two age groups of respondents (8- to 10-year-olds and 10- to 13-year-olds). The prompts asking students to draw a comic or a set of pictures produced significantly more sequential storytelling and depictions of science related emotions and attitudes than the prompt asking students to depict a story. The depictions of elements of danger, such as accidents and hazards in the laboratory, were also frequent in drawings with sequential storytelling. A more detailed analysis of the depictions showed that the frequency of elements of danger was closely associated with depictions of activity especially in the field of chemistry. For example, several comics included failed chemical experiments leading to explosions. Although depictions of danger are sometimes interpreted as a negative conception, in the children’s drawings the explosions and overflowing flasks were often seen also as a source of excitement and joy. Based on the result of this study, the use of DASC seems a suitable way for charting children’s conceptions of scientific activities as well as the emotions and attitudes associated with science from the early years of primary education until the beginning of secondary education.

scholarly journals Justifying Unparticipated Causality in Proclus

2017 ◽  
Author(s):  
Jonathan Greig
Keyword(s):  
A Priori ◽  
First Principle ◽  
Efficient Cause ◽  
University Of Edinburgh ◽  
Separate Source ◽  
The Absolute ◽  
First Cause ◽  
Necessary And Sufficient ◽  
The University ◽  
Phd Thesis

Proclus introduces the concept of the unparticipated (ἀμέθεκτον) (P1) among two other terms— the participated (P2) and participant (P3)—as the first principle (ἀρχή) of any given series of entities or Forms in his metaphysical structure. For instance, the unparticipated monad (P1), Soul, generates all individual, participated souls (P2), which in turn generate the attribute of life in their respective, participating bodies (P3). Proclus looks at (P2) as an efficient cause of (P3), where (P2) must be the attribute in actuality in relation to the attribute it brings about in (P3). At the outset, this suggests that (P2) is necessary and sufficient for (P3), which then implies a problem for positing (P1): if (P2) is doing the causal legwork for (P3), what role does (P1) play? One of Proclus’ main explanations is that (P1) is responsible for ‘unifying’ the multiple participated entities (P2), so that the commonality of the participated entities (P2) must go back to a separate source (P1). However, one could easily respond that this just amounts to a reversion to a priori Platonist principles for transcendent, separate Forms without providing a real justification for the necessity of (P1) as a cause. In my talk, I wish to elaborate on how Proclus thinks about (P1)’s type of causation in relation to (P2) and (P3), particularly showing why (P2) for Proclus is ultimately insufficient as an efficient cause compared to (P1) as the absolute first cause for a given series.[Early work on a PhD thesis chapter — presentation for the University of Edinburgh, July 16, 2017. Any comments or feedback are welcome!]

scholarly journals Aprendizaje por proyectos e interdisciplinariedad en la mención de educación física del grado de maestro de primaria (Cooperative Learning Projects in the Primary Education Teaching Degree Module of Physical Education)

Retos ◽  
2018 ◽  
pp. 391-395
Author(s):  
Manuel Lizalde Gil ◽  
Carlos Peñarrubia Lozano ◽  
Berta Murillo Pardo ◽  
Julio Latorre Peña ◽  
Inma Canales-Lacruz
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Physical Activities ◽  
Individual Work ◽  
Faculty Of Education ◽  
The Individual ◽  
Educación Primaria ◽  
The University ◽  
Learning Projects ◽  
Competencias Transversales

El trabajo que se presenta recoge la experiencia de un proyecto de coordinación interdisciplinar entre tres asignaturas de la mención de educación física del grado en magisterio en educación primaria (actividades físicas individuales, actividades físicas de oposición y colaboración, y actividades físicas artístico-expresivas) en torno al contenido del acrosport. Se establecieron dos objetivos: identificar las diferencias significativas en cuanto a las calificaciones obtenidas en el proyecto según la matrícula en las tres asignaturas integradas; y analizar la valoración del alumnado sobre la aportación de las asignaturas implicadas en el proyecto, el trabajo autónomo y la adquisición de las competencias transversales. Participaron 66 alumnos/as de una media de edad de 22,90 años, 34 alumnos y 32 alumnas, todos ellos pertenecientes a la mención de educación física del grado de maestro de primaria de la facultad de educación de Zaragoza (universidad de Zaragoza). Para llevar a cabo el primer objetivo se diseñó una rúbrica para calificar por parte del profesorado los proyectos de acrosport. Para desarrollar el segundo objetivo se diseñó un cuestionario de valoración del alumnado sobre el proyecto. Los resultados extraídos a partir de las evaluaciones del profesorado muestran diferencias significativas positivas de las calificaciones del alumnado matriculado en las tres asignaturas implicadas. Los resultados procedentes de las valoraciones del alumnado sobre la aportación de las asignaturas implicadas revelan puntuaciones menores en la asignatura actividades físicas artístico-expresivas. Las valoraciones del alumnado en torno al trabajo autónomo y la adquisición de las competencias transversales obtuvieron altas puntuaciones. Abstract. This study is based on the experience of a coordinated interdisciplinary project around the content of acrosport involving three subjects (individual physical activities; competitive and collaborative physical activities; artistic-expressive physical activities) that form a part of the Physical Education module of the Primary Education Teaching Degree at the University of Zaragoza, Spain. There were two objectives: i) To identify significant differences in the grades obtained by the students in the three integrated subjects that comprised the project. ii) To analyze the evaluation and opinions of the students regarding the value of the subjects, the individual work and the acquisition of transversal competences. The study group was made up of 66 students with an average age of 22.9 years. There were 34 men and 32 women. All the participants were studying the Physical Education module of the Primary Education Degree at the Zaragoza University Faculty of Education. The teachers involved with the module designed a rubric to assess the acrobatic gymnastics project. To understand students’ opinions regarding the project, a questionnaire was designed. The results of the grades given to the students by the teachers showed significant differences in the three subjects. The results of the evaluations given by the students were lower for the subject of artistic-expressive physical activities. The students gave very high scores for the evaluation of individual work and the acquisition of transversal competences.

scholarly journals Fareeha Zafar. Canals, Colonies and Class: British Policy in the Punjab 1880- 1940. Lahore, Pakistan: Lahore School of Economics. 2017. xxii + 317 pages. Price not given.

2019 ◽  
Vol 58 (1) ◽  
pp. 105-106
Author(s):  
Junaid Alam Memon
Keyword(s):  
Social Relations ◽  
Local Environment ◽  
Irrigation Development ◽  
Rich Description ◽  
Original Contribution ◽  
British Policy ◽  
The University ◽  
Phd Thesis ◽  
The Impact ◽  
Landed Elite

Fareeha Zafar’s book Canals, Colonies and Class: British Policy in the Punjab 1880-1940 is essentially an edited reproduction of her PhD thesis, The Impact of Canal Construction on the Rural Structures of the Punjab: The Canal Colony Districts, 1880 To 1940. The thesis was completed about 35 years ago at the School of Oriental and African Studies, the University of London (now SOAS, the University of London). She studies the British colonisation process in the Punjab and its effect on the local environment, the production patterns, and social relations, understanding that despite several similar studies on the region, no serious effort had been made to synthesise these issues the way she does in this book. However, in the form of a new book, the synthesis does not add much value as it reiterates the British colonisers’ well-known strategies, namely irrigation development as a tool to settle disarmed forces and nomads and, thereby, strengthening a class of local landed elite to maintain their power in the colonies, their revenue-seeking policies, indebtedness of the landed class and alike. Nevertheless, considering the timing of the original contribution, the book, if read together with the contributions such as Khuhro (1978/1999) and Cheesman (1997), provides a relatively rich description of geographers’ analyses of the British policies, their intentions, and their effects.

scholarly journals Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

2021 ◽  
Vol 21 (3) ◽  
pp. 150-164
Author(s):  
Eugenia Di Barbora ◽  
Lucia Bragatto ◽  
Lucia Locuoco ◽  
Daniela Paci ◽  
Maura Tavano
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Classroom Environment ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Formed Part ◽  
The University ◽  
The Impact

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training.    Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid.   Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

scholarly journals The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

2018 ◽  
Vol 8 (1) ◽  
pp. 48 ◽  
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Secondary Education ◽  
Language Learning ◽  
Religious Education ◽  
Primary Education ◽  
Self Esteem ◽  
Learning Motivation ◽  
Assessment Process ◽  
Self Assessment

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student&rsquo;s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

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