scholarly journals Geophysics at the
 Victoria University of Wellington

1969 ◽  
Vol 2 (4) ◽  
pp. 470-471
Author(s):  
F. F. Evison
Keyword(s):  
Site Investigation ◽  
Geothermal Systems ◽  
Special Contribution ◽  
Power Stations ◽  
Large Structures ◽  
Research And Teaching ◽  
The Subject ◽  
Set Up ◽  
Mathematics Research ◽  
The University

New Zealand’s first chair of geophysics was inaugurated at Victoria University of Wellington in 1967. This established
geophysics - the quantitative study of the earth's physical
properties and processes - as a major specialisation in the University, although research and teaching in several branches of the subject had already been in progress for many years. In the Department of Physics, geophysics has been one of the principal research interests since the mid 19501s; in the Department of Geology a lectureship in applied geophysics was set up in 1965; and in the Department of Mathematics research on geothermal systems has been carried out, and more recently another important branch of geophysics was introduced with the establishment in 1968 of a senior lectureship in meteorology. These developments reflect the broad relevance of geophysics to
 New Zealand as a country which is affected by earthquakes and volcanic activity, where a special contribution can be made to the study of global phenomena such as geomagnetism, where studies of the atmosphere and oceans are important to many aspects of life, and where economic development demands not only a persistent research for minerals but the construction of many power stations and other large structures requiring intensive site investigation.

Nauki biologiczne i medyczne w kształceniu pedagogów w koncepcji całościowej opieki nad uczniem. Praca poświęcona działalności Profesora Andrzeja Jaczewskiego

2021 ◽  
pp. 109-123
Author(s):  
Anna Kowalewska
Keyword(s):  
Secondary School ◽  
School Teacher ◽  
Research And Teaching ◽  
Medical Issues ◽  
Medical Academy ◽  
Mother And Child ◽  
The Subject ◽  
Faculty Of Education ◽  
The University

This paper presents the scientific and educational activities of Professor Andrzej Jaczewski in the field of training pedagogues in the biological and medical foundations of development and upbringing. These activities were an important part of the concept of comprehensive student care advocated by Professor Jaczewski. His scouting experience, his work as a doctor, a secondary school teacher, or a research and didactic staff member at the Medical Academy and the Institute of Mother and Child at the University of Warsaw, as well as his cooperation with other research and teaching centres in Poland and abroad, played an important role in shaping his views on the training of pedagogues in medical issues. The paper presents the process of implementation and realisation of the subject “Biomedical foundations of development and upbringing” at pedagogical faculties in Poland with particular emphasis on the role of Professor Andrzej Jaczewski in this process. The article discusses activities concerning education in medical issues of the local and nationwide range carried out at the Faculty of Education of the University of Warsaw. Finally, Prof. Jaczewski’s suggestions and dreams concerning the future of the subject “Biomedical foundations of development and upbringing” in the education of pedagogues are referred to.

scholarly journals OBITUARY

2007 ◽  
Vol 49 (3) ◽  
pp. 589-595
Author(s):  
Ian Anderson
Keyword(s):  
Natural Philosophy ◽  
History Of Mathematics ◽  
Albert Einstein ◽  
Theory Of Relativity ◽  
The Family ◽  
History Of ◽  
The Subject ◽  
Set Up ◽  
The University ◽  
Mathematics Department

Daniel Martin B.Sc., M.A., Ph.D., F.R.S.E. was born in Carluke on 16 April 1915, the only child of William and Rose Martin (née Macpherson). The family home in which he was born, Cygnetbank in Clyde Street, had been remodelled and extended by his father, and it was to be Dan's home all his life. His father, who was a carpenter and joiner, had a business based in School Lane, but died as a result of a tragic accident when Dan was only six. Thereafter Dan was brought up single handedly by his mother.After attending primary school in Carluke from 1920 to 1927, Dan entered the High School of Glasgow. It was during his third year there that he started studying calculus on his own. He became so enthused by the subject that he set his sights on a career teaching mathematics, at university if at all possible. On leaving school in 1932, he embarked on the M.A. honours course in Mathematics and Natural Philosophy at the University of Glasgow. At that time the Mathematics Department was under the leadership of Professor Thomas MacRobert; the honours course in Mathematics consisted mainly of geometry, calculus and analysis, and the combined honours M.A. with Natural Philosophy was the standard course for mathematicians. A highlight of his first session at university was attending a lecture on the origins of the general theory of relativity, given on 20th June 1933 by Albert Einstein. This was the first of a series of occasional lectures on the history of mathematics funded by the George A. Gibson Foundation which had been set up inmemory of the previous head of the Mathematics Department. From then on, relativity was to be one of Dan's great interests, lasting a lifetime; indeed, on holiday in Iona the year before he died, Dan's choice of holiday reading included three of Einstein's papers.

scholarly journals Arthur Mannering Tyndall, 1881-1961

1962 ◽  
Vol 8 ◽  
pp. 159-165 ◽  
Keyword(s):  
Private School ◽  
Royal Society ◽  
Research And Teaching ◽  
Physical Laboratory ◽  
University College ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
Outstanding Teacher

Arthur Mannering Tyndall was a man who played a leading part in the establishment of research and teaching in physics in one of the newer universities of this country. His whole career was spent in the University of Bristol, where he was Lecturer, Professor and for a while Acting ViceChancellor, and his part in guiding the development of Bristol from a small university college to a great university was clear to all who knew him. He presided over the building and development of the H. H. Wills Physical Laboratory, and his leadership brought it from its small beginnings to its subsequent achievements. His own work, for which he was elected to the Fellowship of the Royal Society, was on the mobility of gaseous ions. Arthur Tyndall was born in Bristol on 18 September 1881. He was educated at a private school in Bristol where no science was taught, except a smattering of chemistry in the last two terms. Nonetheless he entered University College, obtaining the only scholarship offered annually by the City of Bristol for study in that college and intending to make his career in chemistry. However, when brought into contact with Professor Arthur Chattock, an outstanding teacher on the subject, he decided to switch to physics; he always expressed the warmest gratitude for the inspiration that he had received from him. He graduated with second class honours in the external London examination in 1903. In that year he was appointed Assistant Lecturer, was promoted to Lecturer in 1907, and became Lecturer in the University when the University College became a university in 1909. During this time he served under Professor A. P. Chattock, but Chattock retired in 1910 at the age of 50 and Tyndall became acting head of the department. Then, with the outbreak of war, he left the University to run an army radiological department in Hampshire.

The Balliol-Trinity Laboratories, Oxford, 1853 - 1940

1970 ◽  
Vol 25 (2) ◽  
pp. 227-236
Keyword(s):  
Science Museum ◽  
Academic Standards ◽  
John Ruskin ◽  
Chemical Laboratory ◽  
Robert Boyle ◽  
Founder Member ◽  
The Subject ◽  
Set Up ◽  
The University ◽  
The City

THE subject of chemistry was first introduced to Oxford by Robert Boyle, a founder member of the Royal Society, during his residence in the City for a dozen or more years from 1654. In 1659 he brought Peter Sthael of Strasburgh to give lectures and instruction which were attended by senior and junior members of the University. Robert Plot (F.R.S. 1677), was appointed in 1683 to a chair of chemistry and given charge of the (Old) Ashmolean, then just constructed, in the basement of which was a chemical laboratory containing furnaces similar to those of Boyle. Throughout the eighteenth century, however, chemistry shared with other Oxford studies the low academic standards of the period. Interest increased in the early eighteen hundreds, and by the middle of the century, through the influence of a small group headed by Henry Acland (F.R.S. 1847), John Ruskin and Charles Daubeny (F.R.S. 1822) the University was persuaded to accept science as a respectable subject. Acland’s aim was to include some science in all degree courses, but specialization was preferred. An Honour School of Natural Science leading to the degree of B. A. was set up in 1850, and at the same time money was found for the erection of the Science Museum with attached laboratories. Daubeny, in 1848, had moved out of the Ashmolean to a laboratory he built at his own expense in the Physic Garden, and which he left at his death to Magdalen College.

Fayned News

2018 ◽  
Author(s):  
Jonathan Rose
Keyword(s):  
Twentieth Century ◽  
Public Relations ◽  
Large Measure ◽  
Baruch College ◽  
History Of ◽  
The Media ◽  
The Subject ◽  
Set Up ◽  
The Uk ◽  
The University

When my students ask me, “What will be the next big thing in historical studies?,” I tell them to watch out for the history of public relations. The University of Bournemouth in the UK has a fairly new center devoted to the subject, Baruch College in Manhattan has just set up a Museum of Public Relations, and I think that’s just the beginning. Yes, plenty of work has been done on the history of advertising and propaganda, but PR is different: Dan Draper and Joseph Goebbels were perfectly upfront about what they were doing, but PR is a medium that commonly and deliberately disguises its own authorship. Let me state at the outset that everyone today uses publicists, and much of their work is entirely ethical. For publishers, they write up promotional material, send out review copies, arrange author interviews, and extract blurbs from reviews of their books—this one, for instance. But the main focus of this chapter is the kind of PR that surreptitiously plants stories in various media. It works only insofar as readers don’t recognize it, and therefore distrust of the media is in large measure a function of reader recognition of PR. The standard narrative holds that public relations was invented by Ivy Lee and Edward Bernays in the early twentieth century, but the basic concept of publicity can be traced back as far as Socrates’s Phaedrus, who observed that “an orator does not need to know what is really just, but what would seem just to the multitude who are to pass judgment, and not what is really good or noble, but what will seem to be so; for they say that persuasion comes from what seems to be true, not from the truth” (260a). One of the most brilliant PR agents of the pre-newspaper era was working before Shakespeare staged his first play.

scholarly journals Graham Wood. 6 February 1934—4 November 2016

2021 ◽  
Author(s):  
Stuart Lyon
Keyword(s):  
Electrochemical Corrosion ◽  
Solid Lubricants ◽  
Anodic Films ◽  
Temperature Oxidation ◽  
Administrative Roles ◽  
Full Independence ◽  
The Subject ◽  
Set Up ◽  
The University ◽  
University Of Manchester

Graham Wood was a world-leading corrosion scientist who bridged both the aqueous (electrochemical) corrosion and high-temperature oxidation branches of the subject. His analytical predictions of depletion and enrichment profiles in substrate and scale during preferential oxidation have long been confirmed in practice. He also demonstrated that transient oxides can be vital solid lubricants in oxidative friction and wear processes. He elucidated ionic transport in amorphous anodic films, leading to precise models of pore initiation, development and closure, thus allowing the strict design of anodic films for practical application. He set up, and headed, the Corrosion and Protection Centre at the University of Manchester Institute of Science and Technology (UMIST) and was instrumental in initiating the Corrosion and Protection Centre Industrial Service, which, respectively, became the world's largest academic centre on the study of materials degradation and the world's largest corrosion consulting organization. While keeping active in research, he held increasingly senior administrative roles, where he established a specialist graduate school and helped prepare UMIST to full independence from the Victoria University of Manchester.

scholarly journals Artificial intelligence in research and teaching Political Economics of Marxism and Leninism at universities in Vietnam

2020 ◽  
Vol 4 (1) ◽  
pp. 69-75
Author(s):  
Linh Khanh Hoang
Keyword(s):  
Artificial Intelligence ◽  
Political Theory ◽  
Political Economics ◽  
Practical Situation ◽  
Amount Of Information ◽  
Research And Teaching ◽  
Study And Teaching ◽  
The Subject ◽  
The University

Currently, the research and teaching work at the university is one of the top concerns. For those who teach Political economics of Marxism and Leninism, in addition to equipping with political theory, lecturers must attach to reality, stick to the practical situation so that learners understand and firmly grasp the theory. To promote the process of research and teaching this subject artificial intelligence tools were born. Artificial intelligence (AI) is coming to life strongly, replacing many manual and labor-intensive jobs. The subject of Political economics of Marxism and Leninism is a difficult and abstract subject, so how to shorten the time to study this document and process this large amount of information? This article aims to address the difficulties faced by teachers when conducting the process of finding data, thereby making findings and assessment on a number of tools to support teachers in finding information. From the results of the analysis and selection, we have selected 4 AI softwares with outstanding advantages with support for teachers. From there, recommendations to enhance and develop the features of AI tools for the study and teaching of Political economics of Marxism and Leninism subjects in Vietnam are made.

scholarly journals Collecting Criminology: an Introduction to the Radzinowicz Library of Criminology

2016 ◽  
Vol 16 (2) ◽  
pp. 95-99 ◽  
Author(s):  
Stuart Stone
Keyword(s):  
United Kingdom ◽  
Criminal Justice ◽  
The United Kingdom ◽  
Research And Teaching ◽  
University Of Cambridge ◽  
The World ◽  
Interdisciplinary Nature ◽  
The Subject ◽  
The University ◽  
Financial Pressures

AbstractThe Radzinowicz Library is the specialist criminology library of the Institute of Criminology, a research and teaching department of the University of Cambridge. As Stuart Stone explains, it is the premier academic criminology collection in the United Kingdom and indeed it is one of the major collections in this subject in the world. The library primarily serves the Institute and the University but also the wider community of criminal justice researchers, many of whom are regular visitors. In common with other libraries, financial pressures are a continuing concern, especially because of the interdisciplinary nature of the subject. Outreach and engagement with organisations outside academia add to the distinctive characteristics of the library.

scholarly journals Michael B. Katz, 1939-2014: A Tribute

2015 ◽  
Author(s):  
Alison Prentice
Keyword(s):  
Education Department ◽  
Educational History ◽  
University Of Toronto ◽  
Research And Teaching ◽  
History Of ◽  
Education Participation ◽  
The Subject ◽  
Second Year ◽  
History Department ◽  
The University

In the magical late 1960s, an amazing young scholar came, armed with a Harvard doctorate, to his first tenure-stream job at the Ontario Institute for Studies in Education (OISE), then in its second year as a new independent research and teaching centre affiliated with the University of Toronto. Our paths crossed; fortuitously, it was the summer of 1967, which coincided with the beginning of my Ph.D in U of T's history department. In one of those accidents that determine one's fate, my advisor Maurice Careless suggested that, since the focus of my research was to be the history of education, I should wander up to “that new place on Bloor Street” (OISE) to see about a course on the subject. There, the chair of the History & Philosophy of Education Department (H & P) steered me to Michael's new offering on the history of American education. Participation in this brilliant seminar was life changing. Embedded in intellectual, religious, cultural and social frameworks, and interpreting educational history to be more than the history of schools, his course led students to more questions than answers. I found both the course meetings and the readings riveting.

MANAGEMENT OF THE SUCCESS OF STUDENT’S LEARNING BASED ON THE MARKOV MODEL

2018 ◽  
pp. 4-11
Author(s):  
M. V. Noskov ◽  
M. V. Somova ◽  
I. M. Fedotova
Keyword(s):  
Information System ◽  
Markov Process ◽  
Continuous Time ◽  
Information Technologies ◽  
Educational Process ◽  
Automated Information System ◽  
The Subject ◽  
The University ◽  
Independent Work ◽  
Near Future

The article proposes a model for forecasting the success of student’s learning. The model is a Markov process with continuous time, such as the process of “death and reproduction”. As the parameters of the process, the intensities of the processes of obtaining and assimilating information are offered, and the intensity of the process of assimilating information takes into account the attitude of the student to the subject being studied. As a result of applying the model, it is possible for each student to determine the probability of a given formation of ownership of the material being studied in the near future. Thus, in the presence of an automated information system of the university, the implementation of the model is an element of the decision support system by all participants in the educational process. The examples given in the article are the results of an experiment conducted at the Institute of Space and Information Technologies of Siberian Federal University under conditions of blended learning, that is, under conditions when classroom work is accompanied by independent work with electronic resources.

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