scholarly journals Russian Scholars at the University of Ljubljana, Russian Artists in Ljubljana’s Theatre: Cultural and Academic Life in Emigration

Monitor ISH ◽  
2015 ◽  
Vol 17 (1) ◽  
pp. 103-120
Author(s):  
Gita Zadnikar

The Russians exiled after the October Revolution yielded exceptional cultural influence, and the cultural capitals of the Russian émigré society hosted outstanding Russian thinkers and artists. For the Russian emigrants abroad, culture was the cornerstone of national identity. Slovenian cultural and academic life was accordingly stamped by the Russian emigrants who had found refuge in Slovenia, despite the difficult circumstances which awaited them on arrival in their new homeland. They had a major impact on Ljubljana’s fledgling university life and on the local development of several artistic disciplines.

2020 ◽  
Vol 4 (1) ◽  
pp. 55-69
Author(s):  
Ruben Mantels

Abstract ‘To live a double life’ The academic life of Paul Fredericq around 1900 In this article I analyse the diary of the historian Paul Fredericq following the concept of ‘academic life’, a term coined by Johan Huizinga and further explored by Klaas van Berkel. It calls for the study of the university that goes beyond the institutional, perceiving the university as a living community with multiple interactions with society. Personal documents such as the diary of Fredericq prove to be excellent sources to this informal, anthropological view on the university. The diary reveals how the ‘personal’ life and the ‘university’ life of Fredericq intertwined and how his research and teaching was mixed up with engagements in the Flemish Movement, liberal politics and cultural world. In his diary he spoke about a double life, namely this combination of being a scientist and being a public figure. To conclude, this article discusses Fredericq as a case of the responses and concerns of universities around 1900 to the growing extra-curricular activities of the academic community.


2019 ◽  
Vol 8 (1) ◽  
pp. 243-249
Author(s):  
Carolyn Ellis

In this essay, I present the talk I gave at the celebration honoring my retirement from University of South Florida (USF). Held on January 25, 2019, this event was attended by an audience of friends, students, and university faculty and administrators. I tell several stories about coming to USF, meeting and collaborating with Art Bochner, and the support I experienced and the fulfillment I found in my university life. Passionate about teaching from the heart to the whole person and doing research that matters, I describe the meaning I derived from participating in an interpretive and qualitative Communication program that focused on the human sciences. I end with 10 aphorisms or observations from lessons learned in my experience of four decades in the university, some of which allude to the unnamed challenges I experienced among the great joys and good fortune of academic life.


2011 ◽  
Vol 2 (3/4) ◽  
pp. 227 ◽  
Author(s):  
Genecy Moraes Coelho Junior ◽  
Branca Terra ◽  
Elaine Cavalcate Peixoto Borin ◽  
Mariza Almeida

2019 ◽  
Vol 13 ◽  
Author(s):  
Rafael Lemes de Aquino ◽  
Douglas Ataniel Alves Xavier ◽  
Meirielen Danubia Marra ◽  
Nubia Fernandes Fernandes Teixeira ◽  
Lorena Silva Vargas ◽  
...  

RESUMO Objetivos: avaliar a qualidade de vida de acadêmicos regularmente ativos em uma universidade; verificar se existe associação entre qualidade de vida e sintomas depressivos. Método: trata-se de estudo quantitativo, tipo transversal, aplicar-se-ão três questionários estruturados, autoaplicáveis para mensurar o nível da qualidade de vida e índice de depressão entre acadêmicos. Far-se-á a análise estatística descritiva, empregar-se-á o teste Liliefors e usar-se-ão o teste t de Student. Apresentar-se-ão os resultados em forma de figuras. Resultados esperados: realizar-se-á a correlação entre a qualidade de vida dos estudantes dos cursos de graduação da universidade e a incidência de fatores depressivos com o início da vida acadêmica. Descritores: Depressão; Vida Acadêmica; Qualidade de Vida; Universidade; Estudantes; Educação Superior.ABSTRACT Objectives: to evaluate the quality of life of academically active students in a university; to verify if there is an association between quality of life and depressive symptoms. Method: this is a quantitative cross-sectional study. Three structured, self-administered questionnaires will be applied to measure the level of quality of life and depression index among academics. The descriptive statistical analysis will be done, the Liliefors test will be used and the Student's t-test will be used. The results will be presented in the form of figures. Expected results: the correlation between the quality of life of undergraduate students of the university and the incidence of depressive factors with the beginning of academic life will be realized. Descriptors: Depression; Academic life; Quality of Life; Universities; Students; Education, Higher.RESUMEN Objetivos: evaluar la calidad de vida de los académicos regularmente activos en una universidad; comprobar si existe asociación entre calidad de vida y síntomas depresivos. Método: se trata de estudio cuantitativo, tipo transversal, se aplicarán tres cuestionarios estructurados, autoaplicables para medir el nivel de la calidad de vida e índice de depresión entre académicos. Se hará el análisis estadístico descriptivo, se empleará la prueba Liliefors y se utilizarán la prueba t de Student. Se presentarán los resultados en forma de figuras. Resultados esperados: se realizará la correlación entre la calidad de vida de los estudiantes de los cursos de grado de la universidad y la incidencia de factores depresivos con el inicio de la vida académica. Descriptores: Depresión; Vida académica; Calidad de Vida; Universidades; Estudiantes; Educación Superior.


2019 ◽  
Vol 168 (2) ◽  
Author(s):  
Mihkel Truman

Abstract: Arno Rafael Cederberg as a Professor at the Estonian Republic’s University of Tartu Soon after the Republic of Estonia declared itself independent on the 24th of February 1918, academics and politicians of the newly formed nation wished to found a new national university built on the foundation of the former Imperial University of Tartu. This university would teach in the Estonian language, with the aim of offering higher educational studies in Estonian, as well as building up Estonian national sciences. By the spring of 1919, the committee for reopening the university was ready to open the university for studies and research in the autumn of the same year. However, they were struggling to find suitably qualified professors, as Estonians had generally been excluded from the imperial university. Prior to 1918, only three Estonians had worked as professors at the University of Tartu, while others were forced to find positions at Russian universities. In order to avoid delaying the opening of the new university, the committee decided to invite foreign professors to fill the vacant positions. They were particularly keen on Finnish professors, with whom Estonians had formed strong ties during the early 20th century. Thus, in the first half of the 1920s, Estonian research and university life was supported by eight Finnish professors. This article focuses on one of them, namely Professor A. R. Cederberg, Professor of Estonian and Nordic History, and his activity and contributions to the formation of a new field of science and its study at the University of Tartu, as well as in the rest of Estonia. As Cederberg was an experienced archivist, he was asked to help build up the archives of Estonia and organise the collection of the Estonian National Museum, while working for the University in parallel. Despite his large workload, he was able to quickly set goals and priorities for the development of Estonian historical science and its study programme at the university. Prior to the opening of the national university, Estonian history had primarily been researched by Baltic Germans, whose goals and visions of history differed significantly from those of Estonians. Cederberg believed that historical research efforts should focus more on the period of Swedish rule from the 16th century until the beginning of the 18th century. This period of Estonian history had previously been largely ignored by the historical community in favour of other historical periods. While working in mainly Finnish and Scandinavian archives during summer and winter holidays, he found many sources that shed light on the period of Swedish rule in Estonia. By directing students towards researching the early modern era in Estonia, he ensured that dozens of seminar works and Master’s and Doctor’s theses were written on this subject. Cederberg was not convinced that the foundation of Estonian historical science could be based only on research conducted at the university. As such he decided to found the first Estonian Academic Historical Society right after his arrival in Tartu in the early 1920s. While the primary goal of this society was to get students interested in history, particularly Estonian history, the society quickly developed into the centre of Estonian historical science. During the eight-and-a-half years he worked at the University of Tartu, Cederberg contributed enormously to the development of Estonian historical science. He built up an entirely new field of science and study based on the histories of Estonia and the Nordic countries, and educated a plethora of outstanding young historians (such as H. Sepp, H. Kruus, P. Treiberg (Tarvel), J. Vasar, E. Blumfeldt, A. Soom, O. Liiv, G. Rauch, etc.), who vigorously and effectively continued the work their professor had started.


Problemos ◽  
2020 ◽  
Vol 98 ◽  
pp. 107-112
Author(s):  
Jonas Dagys

The most urgent challenge of this year – the COVID-19 pandemic and measures of response to it – has sharpened and accelerated the process which was initially driven by bureaucratization and formalization: increasing depersonalization of academic life and the erosion of the university as a unique form of coexistence. The Assuming the concept of the university as a value category, this article aims to review and assess the changes in the self-perception of the academic community that have matured and acquired institutional forms in an attempt to adapt to rapidly shifting societal expectations and needs. Modern trends in university development are best expressed in terms such as “bureaucratization”, “formalization”, “depersonalization”, “instrumentalization of knowledge”, and “community fragmentation”. The pandemic of effective management that has affected Western universities and has gradually reached Vilnius University, no less than the pandemic of COVID-19 and administrative response to it, weakens the academic community based on autonomous and collegial decisions, which should be considered among the most important grounds of uniqueness of university as an institution.


Author(s):  
Brian Gearity ◽  
Norma Mertz

For several reasons, the process of writing and completing the doctoral dissertation has been identified as the most frequent road block for many promising scholars. The goal of this study is to help improve doctoral student dissertation completion by focusing on the crucial, central concerns of effective student writing, faculty mentoring, and the student-advisor relationship. Using an experimental, evocative autoethnographic approach, the following study shows the struggles and successes of a doctoral student managing himself, the university, “life”, and most importantly, his doctoral dissertation chair. The findings weave together strategies from storytelling (e.g., plot, characters, and scene) with the personal experiences of a doctoral student and advisor to show a highly contextual narrative and the influence of multiple factors. Furthermore, the findings demonstrate the value of situated learning theory (Lave & Wenger, 1991) as an approach to help students learn to write. Lastly, as a pedagogical tool, the narrative itself may be of practical value to graduate students, dissertation chairs, and policymakers for the purpose of improving graduate student success.


The paper provides an analysis of the 19th – early 20th centuries autobiographies by I. Snehyrov, N. Ustrialov, S. Soloviov, K. Bestuzhev-Riumyn, M. Maksymovych, N. Kostomarov, V. Antonovych, M. Drahomanov, V. Semevskyi, etc. Such concepts as «life events», «actors», «stories» act as key notions of the research. This research focuses on the «event» saturation at various stages and different spheres of the university life of memoirists, as well as the peculiarities of interpretation and presentation of the corresponding «events». Particular attention is paid to the analysis of «stories», which are a complete narration and give some «events» the status of «key» or «turning». In addition, the paper analyzes the circle of communication of memoirists (so-called «significant others»), which allows to talk about the relationships in the system «teacher – student», «client – patron», etc. Understanding autobiographical texts as cultural and intellectual constructs influenced by a lot of factors (cultural and historiographic tradition, life experience of a memoirist, etc.), makes it possible to understand more deeply not only the individual «life path» of the university historian, but also the phenomenon of the university as a whole. In particular, the appearance in the autobiographies of historians of the younger generation of reflections on their current system of education, attempts to understand the moral code of «university person», the emphasis on the recognition of their scientific achievements by their colleagues. This is what indicates the beginning of the formation process of a professional community and awareness of the university values.


Author(s):  
Alyson E. King

Edna Cress Staebler was a fairly typical young woman when she arrived at the University of Toronto in 1926. While attending the university, she explored the new ideas and norms of the interwar era. This article examines Staebler’s experiences within the context of modernity, the university and the creation of a Canadian nation. Staebler’s university years provided the foundations for her later career as a journalist and author during which she helped to create a modern Canadian national identity.


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