scholarly journals Geophysics at the University of Auckland

1969 ◽  
Vol 2 (4) ◽  
pp. 459-469
Author(s):  
A. C. Kibblewhite
Keyword(s):  
Small Group ◽  
Nuclear Physics ◽  
Driving Force ◽  
Research Programme ◽  
Early Years ◽  
University Education ◽  
Course Structure ◽  
Sophisticated Equipment ◽  
Physics Laboratories ◽  
The University

Over the last twenty five years the Department of Physics at the University of Auckland has grown from a small group into an organisation of considerable size and stature. Under the guidance first of
 Professor Burbidge and then of Professor Brown the Department has developed a comprehensive course structure at the undergraduate and graduate levels and established a high reputation widely recognised today. In spite of the difficulties facing all pioneers in University education in those early years, these men were also able to foster a research programme capable of giving substance to all courses, particularly to those offered at the graduate level. With their interest and enthusiasm as the driving force, research into nuclear physics, the field of their choice, increased steadily in scope, and today the Department of Physics boasts an impressive array of sophisticated equipment housed in its Nuclear Physics Laboratories.

Families Can Do Coping: Parenting Skills in the Early Years

2014 ◽  
Vol 39 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Erica Frydenberg ◽  
Jan Deans ◽  
Rachel Liang
Keyword(s):  
Coping Skills ◽  
Research Programme ◽  
Early Learning ◽  
Early Years ◽  
Parenting Skills ◽  
Parents And Children ◽  
Pencil And Paper ◽  
And Coping ◽  
The University ◽  
Programme Outcomes

Parenting programmes are very much a part of the international landscape in Western communities. Coping skills provide a useful resource for parents and children in managing their everyday lives, both together and individually. Following a 5-year research programme with parents and children in an early years setting, Families Can Do Coping was developed as a comprehensive parenting skills programme that incorporates parents’ understanding of their own coping and that of their children. The programme was delivered with the twin aims of teaching communication and coping skills to parents. In 2012, five 2-hour sessions were delivered to 19 parents in an Early Learning Centre at the University of Melbourne. The five-session programme focused on providing parents with information regarding coping skills and the use of visual tools to assist parents to engage with their children in conversations about coping. Additionally, parents completed a pencil-and-paper coping skills evaluation for their child. The programme outcomes included perceptions of parents’ enhancement of their wellbeing, and development of proactive and productive coping skills in both parents and children. After a 3-month period three parents provided feedback on their progress and use of the new tools and strategies for maintaining helpful parenting.

scholarly journals ΑΝΑΣΥΓΚΡΟΤΩΝΤΑΣ ΤΗΝ «ΚΟΙΝΟΤΗΤΑ» ΣΤΙΣ ΒΕΝΕΤΟΚΡΑΤΟΥΜΕΝΕΣ ΕΛΛΗΝΙΚΕΣ ΠΕΡΙΟΧΕΣ. ΟΡΓΑΝΩΣΗ ΚΑΙ ΑΡΧΕΙΑΚΕΣ ΠΗΓΕΣ

2007 ◽  
Vol 7 ◽  
pp. 233
Author(s):  
ΑΝΑΣΤΑΣΙΑ ΠΑΠΑΔΙΑ-ΛΑΛΑ
Keyword(s):  
Social Organization ◽  
Driving Force ◽  
Research Team ◽  
Research Programme ◽  
University Research ◽  
Self Administration ◽  
The One ◽  
The University

<p>This paper, which brought to an end the One-day Conference, titled"Greek Communities and the European World (13th-19th centuries). Patternsof self-administration, social organization, identities' formation", attempts tosynthesize and summarize the conclusions of the research programme of thesame name, with an emphasis on communities in Greek lands under Venetianrule. These communities are approached as a factor in the formation of socialclasses and as the driving force behind the development of forms of regionalself-governing. The programme concluded that the communities were linkedto Europe via the rule of Venice, while their 'Greekness' relates both to theGreek lands as a whole, despite border variations, and to their members, the"Greci", considerable numbers of whom were to gradually acquire positionsof note in the communities alongside their Latin overlords.</p><p>The research team identified, catalogued and digitized a mass of historicalmaterial, the three most important sources of which were the embassies, theregisters of marriages and births/deaths and the communities' statutes. Thishistorical material, which is now held at the University of Athens, alsoconstituted the main source for the synthesizing studies published in thisvolume. The material will also be available to the community of historians forfuture study and will play its part in furthering university research andteaching.</p>

Sir Alwyn Williams. 8 June 1921 — 4 April 2004

2005 ◽  
Vol 51 ◽  
pp. 437-453
Author(s):  
Derek E. G. Briggs ◽  
Dianne Edwards
Keyword(s):  
Electron Microscopy ◽  
Research Programme ◽  
University Education ◽  
International Authority ◽  
Government Restructuring ◽  
Active Research ◽  
The University

Sir Alwyn Williams was distinguished as a geologist and palaeontologist and as a university administrator. His PhD investigation of a classic area of his native Wales led to a lifetime of research on the rocks of the Ordovician System, and on fossil and living brachiopods. He became an international authority in both fields, with his original contributions and his organization of multiauthored syntheses. He pioneered the application of electron microscopy to palaeontology using observations on living representatives to inform his interpretation of the fossils. He maintained an active research programme during a remarkable career as a university leader, guiding the University of Glasgow through government restructuring of university finances in the late 1970s and early 1980s. He was determined, decisive and eloquent in his promotion of the ideals of university education.

scholarly journals Postgraduate teaching in the Department of Psychiatry, University of Keele

1991 ◽  
Vol 15 (1) ◽  
pp. 19-21 ◽  
Author(s):  
K. Barrett
Keyword(s):  
Small Group ◽  
University Education ◽  
Postgraduate Teaching ◽  
Vice Chancellor ◽  
Look Back ◽  
University College ◽  
Education Association ◽  
The University ◽  
Group Student ◽  
Frequent Visitor

Keele received its Charter as the University College of North Staffordshire in 1950. The first Vice Chancellor was Lord Lindsay, formerly the Warden of Magdalen College, Oxford. In the pre-war years Lindsay was a frequent visitor to the Potteries, presenting lectures within the Workers Education Association. He was unusual as an Oxford don not only in this respect but also in his approach to university education. He was closely involved in the development of the Modern Greats degree at Oxford and had strong views on the need for a broad liberal university education. Keele was founded on this principle as a teaching university offering a four year degree, the foundation year requiring students to study arts, sciences and humanities. At its inception the university was housed in a Victorian stately home, Keele Hall, and several ex-army huts. For the first decade of its life a “community of scholars” ethos was strongly emphasised and academics as well as students were required to live on campus. There were weekly small group student seminars involving academics from the three different disciplines. The academics look back on these seminars fondly, although it is not clear whether the students derived the same enjoyment from these interdisciplinary talking shops.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

The Sinful University?

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Daniel James Cook
Keyword(s):  
University Education ◽  
Moral Failure ◽  
To Come ◽  
The University

There is a difference between doing something well and doing something good. And there is a difference between failing to do something well, and failing to do something good. In this paper, I assess our contemporary University in the latter sense of failure. While the University can be ineffective, or fail to function well, there is more at stake if the University, as an institution, is in conflict with nature. That is, it is one thing for the University to be ineffective in its means, but here I will pose the question: is the contemporary University sinful? Using Josef Pieper's elucidation of moral failure and John Henry Newman's analysis of the proper ends of University education, I defend the thesis that because the aim of our contemporary University seems to come in conflict with the goal of nature as a whole, it may be understood as sinful.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

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