Ad usum scholarum

2021 ◽  
Author(s):  
Niklas Holzberg

Niklas Holzberg, a professor of Classics at the University of Munich until his retirement in 2011, offers a collection of lectures he held over a period of eleven years (2008–2019) in various parts of Germany, both at schools where Latin is taught and as part of advanced training programmes for those that teach it. His interpretations of the Latin texts in question, which are all required reading at grammar school level, focus on the classroom, that is, on the practicalities of learning and teaching. The Augustan poets Virgil, Horace and Ovid take up a large part of this volume, but still leave room for other genres that are introduced and illustrated using prominent exponents of each: Catullus and Martial (epigram); Pliny the Younger (epistle); Caesar, Sallust, Livy and Tacitus (history); and Petronius (novel). The principal intention of these papers, all of which draw on the most recent research into Latin literature, is to provide new impetus to reading material in the subject of Latin in schools.

1955 ◽  
Vol 1 ◽  
pp. 174-184 ◽  

John Lennard-Jones was born on 27 October 1894 in Leigh, Lancashire and was educated at Leigh Grammar School, where he specialized in classics. In 1912 he entered Manchester University, changed his subject to mathematics in which he took an honours degree and then an M.Sc. under Professor Lamb, carrying out some research on the theory of sound. In 1915 he joined the Royal Flying Corps, obtained his Wings in 1917 and saw service in France; he also took part in some investigations on aerodynamics with Messrs Boulton and Paul and at the National Physical Laboratory. In 1919 he returned to the University of Manchester as lecturer in mathematics, took the degree of D.Sc. of that university and continued to work on vibrations in gases, becoming more and more interested in the gas-kinetic aspects of the subject as his paper of 1922 in the Philosophical Transactions of the Royal Society shows. In 1922, on the advice of Professor Sydney Chapman, he applied for and was elected to a Senior 1851 Exhibition to enable him to work in Cambridge, where he became a research student at Trinity College and was awarded the degree of Ph.D. in 1924. At Cambridge under the influence of R. H. Fowler he became more and more interested in the forces between atoms and molecules and in the possibility of deducing them from the behaviour of gases.


ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 132-136 ◽  
Author(s):  
JUNE THOMPSON

EUROCALL continued to operate from the Language Institute at the University of Hull. The former CTI Centre for Modern Languages became part of a much larger Subject Centre for Languages, Linguistics and Area Studies, in turn part of the Learning and Teaching Support Network (LTSN) funded by the UK Higher Education funding bodies. The team at Hull is responsible for aspects of the Centre’s activities relating to communication and information technologies (C&IT), and consists of June Thompson, Fred Riley and Julie Venner who serves as EUROCALL membership secretary. We were pleased to be joined in May 2000 by Janet Bartle who is the Academic Co-ordinator, C&IT for the Subject Centre.


Orð og tunga ◽  
2017 ◽  
Vol 19 ◽  
pp. 1-40
Author(s):  
Alda Bryndís Möller

The school at Bessastaðir in Iceland (1805‒1846) prepared students for the clergy and further studies at the University of Copenhagen. Despite its emphasis on classical languages and theological studies it is considered to have had considerable influence on the development of the Icelandic language and language norms in the 19th century. The article discusses the status of the Icelandic language in the school curriculum but it also highlights the multi-disciplinary nature of language instruction through translations from Greek and Latin under the supervision of renowned experts in Old Icelandic who also were keen supporters of Icelandic language vocabulary development. Many able students built on this experience to pioneer the development of Modern Icelandic.Icelandic lessons in the Bessastaðir School timetable consisted of translations from Latin and Danish with less emphasis on literature; some attention was paid to grammar while orthography varied. The school was cramped and the building not fi t for purpose. This state of affairs prevailed until the school moved to Reykjavik in 1846, which opened up great possibilities. Finally, teaching of modern languages, including Icelandic, could be developed in the curriculum.Timetables in the Reykjavik Grammar School show increased emphasis on the subject Icelandic, both in number of hours and variety of content. Teaching of the subject was prescribed by official regulations and included Icelandic grammar as well as modern and medieval literature. Standardised orthography was developed and firmly established in the early years of the school by rules that were largely based on Old Icelandic. These rules are still mostly applicable in modern day Icelandic texts. The article describes these developments in the first few years of the Reykjavik Grammar School, largely based on the school ̓s archives and significant essay mate-rial from students at the time.


CEM ◽  
2020 ◽  
pp. 181-192
Author(s):  
Maria Pilar Molina-Torres

The aim of this work is to promote the proximity of the students of the Master’s Degree in Secondary teaching staff of the University of Córdoba with respect to the concept of heritage and the implementation of didactic itineraries in their university training. For our proposal, an interactive teaching-learning is established that gives the possibility to the students to work in an investigative way the exits of the classroom. The study sample is made up of 107 students of the subject Learning and teaching the corresponding subjects in Social Sciences: Geography and History. According to the results of the pre-test and the post-test, the understanding of the geographical space, its historical formation process, and the ways of life developed in it, have been very useful to link the students of the MAES with their immediate environment and also contribute to the understanding of the historical dynamics that shape it.


1990 ◽  
Vol 105 ◽  
pp. 316-318
Author(s):  
M.A. Herrera

In 1985, the National University of Mexico (UNAM) created a series of updating courses for high-school level teachers, both as an answer to an explicit demand of the teachers themselves, who asked for “fresh” information in their fields, and as an effort to improve the general level of undergraduate students, whose grades in the entrance examinations to the University had been secularly decreasing for years. To date, three “packages” of intensive 50-hour courses have been offered (during the three summer vacation periods) and Astronomy has been present in all of them. However, it should be mentioned that this presence was due only to the personal interest of the director of the project, since the subject “Astronomy” is not included in the official programs. In the following, we present a brief description of the courses and some interesting results.


2019 ◽  
Vol 68 (6/7) ◽  
pp. 601-616 ◽  
Author(s):  
Vikee Chauhan ◽  
Peter Willett

Purpose The purpose of this paper is to obtain a snapshot of attitudes and comprehension of the University of Greenwich (UoG) academics towards copyright and the impact of same on their teaching, complementing this with a survey of the experience of academic librarians (ALs) throughout the UK when dealing with faculty and copyright. Design/methodology/approach Two questionnaires were created and circulated to capture information from two sampled groups: the UoG academic staff and UK-wide ALs. A total of 55 responses were received to the questionnaire distributed to the former, and 83 responses were received to the questionnaire distributed to the latter. Findings The majority of the UoG academics believed they possessed a fair, or better than fair, understanding of copyright, with numerous respondents self-taught on the subject. Nevertheless, a significant number thought they might have broken copyright when teaching, while also revealing the belief that copyright was a limitation on their teaching. The AL survey suggested an average comprehension of copyright among academics, while noting that some of the latter felt a degree of antipathy towards copyright. Originality/value Although focused on a single institution, this study implies that copyright instruction for academic staff needs to be substantially improved, and it suggests the need for greater visibility of training programmes.


Francis Darwin, the third son of Charles Darwin, was born at Down on August 16, 1848; he died at Cambridge on September 19, 1925. In his ‘Recollections' (one of the essays in “Spring-time and other Essays” (1920)) he says that he was christened at Malvern—“a fact in which I had a certain unaccountable pride. But now my only sensation is one of surprise at having been christened at all, and a wish that I had received some other name." When he was twelve years old he went to the Grammar School at Clapham kept by the Rev. Charles Pritchard, who became Savilian Professor of Astronomy at Oxford. This school was selected on account of its nearness to Down, and also because it “had the merit of giving more mathematics and science than could then be found in public schools.” He was admitted to Trinity College, Cambridge, in 1866, where, in those more peaceful days, from his bedroom he heard the nightingales sing through the happy May nights. He described the teaching of biology at Cambridge as being “in a somewhat dead condition. Indeed, I hardly think it had advanced much from the state of things which existed in 1828, when my father entered Christ’s College. The want of organised practical work in Zoology was perhaps a blessing in disguise; for it led me to struggle with the subject by myself. I used to get snails and slugs and dissect their dead bodies, comparing my results with books hunted up in the University Library, and this was a real bit of education.” On one occasion “a thoughtful brother sent me a dead porpoise, which (to the best of my belief) I dissected, to the horror of the bedmaker, in my College rooms.” After obtaining a First Class in the Natural Sciences Tripos in 1870 he went to St. George’s Hospital and in due course took the Cambridge M. B. degree. In London he “had the luck to work in the laboratory of Dr. Klein,” who gave him “the first opportunity of seeing science in the making—of seeing research from the inside” and thus implanted in his mind the desire to work at science for its own sake. The chance of doing this, he says, came when his father took him as his assistant. He did not carry out his intention of becoming a practising physician: “happily for me the Fates willed otherwise.” He returned from London to the home at Down and for eight years acted as secretary and assistant to his father.


1960 ◽  
Vol 5 ◽  
pp. 95-106

John Jackson was born on 11 February 1887, the fifth of eight children born to Matthew Jackson and Jeannie ( née Millar). His father was a skilled mechanic, a craftsman who could have risen if he had not preferred practical work to directing and supervising other workmen. His parents were keen on education and encouraged their children to take advantage of such opportunities for higher education as were available. Jackson’s elder brother, Robert, after obtaining the M.A. degree at the University of Glasgow, became classical master at Paisley Grammar School. Jackson’s early education was at the North Public School, Paisley, 1892-1899, and then at the Camphill Public School, 1899-1900. At the age of 13 he entered the Paisley Grammar School, where he took a curriculum including French and German as well as science subjects, but not including Latin or Greek. There had evidently at that time been no intention of proceeding to the University, as Latin (or Greek) was then compulsory for the entrance examination. When Jackson left school in 1903 at the age of 16, he had done well in the science subjects and in particular in chemistry. He decided to try for the entrance examination at the University of Glasgow despite his ignorance of the classics. He had done a little Latin before entering the Paisley Grammar School, and during the summer holidays of 1903 he studied hard to improve his knowledge of the subject. He managed to pass the entrance examination for the University sufficiently well to be awarded a £25 bursary. At that time the Carnegie Trust for Scottish Universities provided funds to pay the class fees which made it financially possible for Jackson to enter the University. He had considered chemistry to be his best subject and had intended to continue its study as his principal subject at the University.


1940 ◽  
Vol 33 (1) ◽  
pp. 14-17
Author(s):  
H. M. Bacon

In the subject, “High School Mathematics in the Univeristy,” I believe I have found a title which will permit me to discuss almost anything. For it might be interpreted to mean “what mathematics will the high school graduate need if he comes to the university,” or it might be interpreted to mean “what courses in mathematics on the high school level should the university provide for the student who comes with an insufficient mathematics preparation”? Furthermore, although it may not be immediately obvious, I believe that this topic is in close accord with our general theme, “mathematics to meet social needs.” Too often meeting social needs is thought to mean merely dashing about trying to find quick cures for deep-seated and little understood social ills, or making solemn pronouncements about the Social Order, or learning how to keep one's bank balance straight to say nothing of learning how to acquire and keep a bank balance of any kind. But, if we are to make some attempt to solve the great social problems of our day, it is hardly open to question that we must have knowledge, not only about the socalled Social Sciences, but about everything which interests and influences people in their individual and social behavior. This means knowledge of just about everything under the sun. To get this knowledge, and to apply it intelligently to the solution of these problems requires serious and concentrated study. Much of it is most economically secured by studying at a college or university. To pursue such studies effectively, the student cannot dispense with at least some mathematics, and in some fields, he obviously cannot have too much mathematics. And there are even those who will study mathe mathematics for its own sake. However, these are few in number; for, although mathematics is generally referred to as the handmaiden of the sciences, it is usually a case of “often a bridesmaid, but never a bride.”


Author(s):  
M. V. Noskov ◽  
M. V. Somova ◽  
I. M. Fedotova

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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