The Example of Vincent van Gogh Denying Forms, Systems and Academicism in Art and Religion

The Dutch post-impressionist artist Vincent Willem van Gogh (1853-90) affected the art movements and artists of the 20th century. His artistic thought, symbolic language and perspective on reality was far from that of the painters of his time and so they could not understand him or appreciate his work. Van Gogh did not consider himself to be an academic artist, or his work to be of academic standard. He knew that they were not technically perfect. In van Gogh’s works, art is governed by spirituality. Van Gogh rejected academicism in both art and religion.

Agogo Presbyterian College of Education Under the Missionaries and After Take-Over by the Government (1931-2013): A Comparative Study

The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline of the College, qualification of the teachers, supervision, and students’ patronage of library and entry grade of students to the College with the view of establishing the progression or retrogression over the period. In doing this, a comparative study was undertaken and data were derived from archival materials of the Agogo Presbyterian College of Education, and direct interviews with past Principals and Administrators of the College. The results revealed that despite an increase in student-intake (210 students in 1942 to 750 students in 2014) with a corresponding increase of teachers (from 5 missionary teachers with lower academic degrees in 1931 to 28 teachers with masters qualifications), inadequate infrastructural development; lack of discipline and competitions among students have characterized APCE since it was managed by the Government as compared to the Missionaries. The study recommends that the Government would complete the construction of the students‟ hall complex, and also put up large auditorium and classroom blocks to accommodate the high students’ intake in the College to enhance education delivery.

Terminated Students‟ Academic Performance: A Preliminary Assessment

The College of Engineering in Universiti TenagaNasional aims to continuously achieve higher rate of its engineering graduates. However, the rate of students been terminated from pursuing their studies due to their failure in achieving the academic standard set by the university is a major concern. This paper is a preliminary study on the terminated students’ academic performance. It analyses the correlation between mathematics courses with some other early engineering courses taken by the terminated students and finds that prior qualification relates to the students general success in academics. This study also finds that the trend in the number of terminated students is decreasing over the years of study.

Persian lexicography in India: A historical survey

Persian, as a literary language, arrived in India in the eleventh century, and as its use extended, dictionaries began to be compiled from that century onwards. From simple glossaries, often explaining Persian words through their Indic equivalents, they attained a high academic standard with Injø’s Farhang-i-Jahāngīrī where there was an elaborate effort to trace etymologies and establish senses by quoting verses containing the words. It was around the middle of the eighteenth century in Delhi that dictionary-making reached its golden age with Ārzø’s outstanding linguistic researches and Bahār’s Bahār-i-‘Ajam, an authoritative comprehensive dictionary organised on historical principles.

The Hermeneutic Thoughts of Ashgar Ali Engineer in The Interpretation of Feminism

Using hermeneutic as a method and approach in systematic interpretation of Al-Qur'an had begun during contemporary period. The reality and fulfillment of the academic standard had pushed contemporary Muslim scholars used the method. Asghar Ali Engineer was one of the Muslim scholars who supported hermeneutic in the study of Qur'anic exegesis on feminism. This article examined the impacts on how feminism in Engineer's hermeneutic exegesis of the Qur'an played significant role in the Qur'anic exegesis studies. He was placed at the same position with other contemporary Muslim scholars. His popularity as a Muslim feminist had been well-known mainly on his interpretation of the Qur'an about feminism. According to Engineer, the interpretation of the Qur'an had to consider three concepts, “the freedom of Al-Qur'an,” “the spirit of the Qur'an against Patriarchy,” and “the classified Qur'anic verses and sociological normative.” Engineer offered three sources when interpreting al- Qur'an; namely, text, context, and perspective. The Engineer interpreted Qur'anic verses about gender at QS. An-Nisa: 1; 3, and 34 by applying these concept, method and sources

Using Universal Design for Learning to Design Standards-Based Lessons

The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.

Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency

The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa’s political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.