scholarly journals Nieznane polonika kanadyjskie – William John Rose i jego archiwalna spuścizna

2019 ◽  
Vol 18 ◽  
pp. 315-326
Author(s):  
Tomasz Pudłocki
Keyword(s):  
British Columbia ◽  
History Of Science ◽  
Anglo Saxon ◽  
University Of British Columbia ◽  
History Of ◽  
The Subject ◽  
The University ◽  
The Rose

Autor omawia archiwalną spuściznę Williama Johna Rose’a (1885–1968), kanadyjskiego slawisty, historyka i socjologa, pokazując jej przydatność do badań nad historią nauki oraz relacjami uczonych polskich z uczonymi z krajów anglosaskich. Ze względu na oddalenie Vancouver od Polski kolekcja zgromadzona w Archiwum Uniwersytetu Kolumbii Brytyjskiej nie była do tej pory przedmiotem zainteresowań polskich uczonych, warta jest jednak zauważenia ze względu na swoje bogactwo i różnorodność tematyczną. Unknown Canadian Polonica – William John Rose and his archival legacy Abstract The author discusses the archival legacy of William John Rose (1885–1968), a Canadian Slavist, historian and sociologist, showing its usefulness in researching the history of science and the relations between Polish scholars and scientists from Anglo-Saxon countries. Due to the distance of Vancouver from Poland, the Rose Fond collected in the Archives of the University of British Columbia (Canada) has not been the subject of interest of Polish scholars so far, but it is worth noting due to its richness and thematic diversity.

Preschools for Science: The Child Study Centre at the University of British Columbia, 1960–1997

2012 ◽  
Vol 52 (1) ◽  
pp. 29-61 ◽  
Author(s):  
Penney Clark ◽  
Mona Gleason ◽  
Stephen Petrina
Keyword(s):  
British Columbia ◽  
Canadian Universities ◽  
University Of Toronto ◽  
University Of British Columbia ◽  
Child Study ◽  
Study Centre ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

Although not entirely neglected, the history of preschool reform and child study in Canada is understudied. Historians have documented the fate of “progressivism” in Canadian schooling through the 1930s along with postwar reforms that shaped the school system through the 1960s. But there are few case studies of child study centers and laboratory schools in Canada, despite their popularity in the latter half of the twentieth century. Histories of child study and child development tend to focus on the well-known Institute of Child Study directed by the renowned William E. Blatz in the Department of Psychology at the University of Toronto (U of T). Yet there were over twenty other child study centers established in Canadian universities during the 1960s and 1970s directed by little-known figures such as Alice Borden and Grace Bredin at the University of British Columbia (UBC).

The Reverend John Wallis, F. R. S. (1616-1703)

1960 ◽  
Vol 15 (1) ◽  
pp. 57-67 ◽  
Keyword(s):  
Seventeenth Century ◽  
History Of Science ◽  
Royal Society ◽  
History Of ◽  
The Subject ◽  
John Wallis ◽  
The University ◽  
Time And Energy ◽  
Country Town

John Wallis (1616-1703), one of the original Fellows of the Royal Society, was a scholar of amazing versatility. Though born into an age of intellectual giants he rapidly acquired a commanding place even among that brilliant group which has made the seventeenth century illustrious in the history of science. More than once he blazed the trail which led to some epoch-making discovery. When Newton modestly declared ‘If I have seen further it is by standing on ye sholders of Giants’, he no doubt had the name of John WalHs well before his mind. Walks was born on 23 November 1616, at Ashford in East Kent, a country town of which his father was rector. On the death of his father, Wallis was sent to school at Ashford. Later he was moved to Tenter den, where he came under the care of Mr James Movat, and even in his earliest years he distinguished himself by that singular aptitude for learning which was to remain with him till the closing years of his life. At the age of fourteen he went to Felsted, and here he acquired a marked proficiency not only in Latin and Greek, but also in Hebrew. From Felsted he entered Emmanuel College, Cambridge, and although his interest in mathematics dates from this period, he gave no evidence of unusual talent for the subject; this, he complains was because there was no one in the University to direct his studies. Divinity was his dominant interest. In 1640 he was ordained, and four years later he was appointed, together with Adoniram Byfield, Secretary to the Assembly of Divines at Westminster. Possibly on account of his ecclesiastical duties, which absorbed much of his time and energy, his early promise as a mathematician still remained unfulfilled.

scholarly journals THE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS

2015 ◽  
Vol 14 (5) ◽  
pp. 564-568
Author(s):  
Paolo Bussotti
Keyword(s):  
History Of Science ◽  
Educational Approach ◽  
History Of Mechanics ◽  
Mathematical Arguments ◽  
Humanities Faculty ◽  
History Of ◽  
The Subject ◽  
The University ◽  
The 19Th Century ◽  
History Of Electromagnetism

I teach history of science at the University of Udine, Italy. My students – about 25 – frequently the second and the third year at the faculty of Letters and Philosophy (now called “Polo Umanistico”). They have to pass a sole proof in history of science. Therefore, in this editorial, I would like to face the problems connected with the teaching of history of science to students who have a scarce knowledge of mathematics and who in their future will have probably few contacts with science and its history. Thus, two problems are particularly difficult in this case: 1) to choose the subject properly; 2) to choose the appropriate educational approach. Obviously, the choice of the subject is always important, but if one teaches history of science in a scientific faculty, the situation is, in a sense, easier: for example, at the faculty of physics, one could select a specific course each year, i.e., history of mechanics in a certain period, history of electromagnetism in the 19th century, the theory of optics as it is developed by an author or a series of authors (Euclid, Witelo, Kepler, Snell, Descartes, and so on), etc. Each subject could be dealt with by facing the particular research of each scholar and entering the specific mathematical arguments. This is not possible in a humanities faculty. Thence, I would like to explain my choice and to trace some general considerations.

Relocating a Sense of Place Using the Participatory Geoweb

2015 ◽  
Vol 6 (1) ◽  
pp. 24-38 ◽  
Author(s):  
Jon M. Corbett ◽  
Mike Evans ◽  
Gabrielle Legault ◽  
Zach Romano
Keyword(s):  
British Columbia ◽  
Sense Of Place ◽  
Ease Of Use ◽  
Community Based ◽  
Community Based Research ◽  
University Of British Columbia ◽  
Document Database ◽  
History Of ◽  
Institutional Relations ◽  
The University

The interactive capability and ease of use of Geoweb technologies suggest great potential for Aboriginal communities to store, manage, and communicate place-related knowledge. For the Métis, who have a long history of dispossession and dispersion in Canada, the Geoweb offers an opportunity in realizing the desire to articulate a coherent sense of place for their people. This paper reports on a community-based research project involving the University of British Columbia (UBC) and the Métis Nation of British Columbia (MNBC) – the political body representing the Métis people in BC. The project includes the creation of a Geoweb tool specifically designed to facilitate the (self) articulation of a Métis community in contemporary BC. It examines how Geoweb technologies have been used to create a participatory, crowd-sourced Historical Document Database (HDD) that takes meaning through the interface of a map. The paper further explores how the data contributed by members of the Métis community have been used to capture, communicate, and represent community memories in the dispersed membership. It concludes by examining challenges that have emerged related to platform stability and institutional relations related to the ongoing sustainability of the HDD.

An exploration of the immunization approach to provision for unit-linked policies with guarantees

1982 ◽  
Vol 109 (2) ◽  
pp. 241-284 ◽  
Author(s):  
T. P. Collins
Keyword(s):  
British Columbia ◽  
Investment Strategy ◽  
University Of British Columbia ◽  
The Subject ◽  
The University ◽  
A Company

1.1. This paper explores the possibility that a company which sells unit-linked policies with death and maturity benefit guarantees may follow an investment strategy which reduces the risks associated with them. It originated when the author was requested by the Institute to study papers on the subject by P. P. Boyle, M. J. Brennan and E. S. Schwartz of the University of British Columbia in Canada and also a paper presented to the Society of Actuaries in Ireland by J. C. Fagan.

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