The Making Stage of the Modern Palestinian Arabic Novel in the Experiences of the udabāʾ Khalīl Baydas (1874–1949) and Iskandar al-Khūri al-BeitJāli (1890–1973)

In 1946, the first Palestinian book fair took place at the Arab Orthodox Union Club in Jerusalem. What lay behind this event was a process that paralleled the political life revolving around the formation of local nationalism, a complex process of cultural and literary development within the Arab Nahda (‘Awakening’ or Renaissance) movement in which the Palestinians left their imprint through the press, literature, translation and other cultural fields. This chapter discusses the cultural environment of Khalīl Baydas and Iskandar al-Khūrī al-BeitJālī who initiated the modern Palestinian Arabic novel, both publishing in 1920. It addresses the Palestinian Nahda and the Russian educational enterprise as the formative context of these two authors and propose that Khalīl Baydas should be recognised as the architect of Palestinian literary realism.

A Student Primer On How to Thrive in Post-COVID-19 Engineering Education

In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational enterprise massively with universities physically closing in many parts of the world and students and faculty transitioning to remote learning. While our immediate focus in this paper is on engineering education functioning in an outcome-based education (OBE) environment, the global paradigm mandated by the Washington Accord that aims to standardize engineering competencies in terms of the attained student learning outcomes, our ideas are general and broadly useful for learners of all types. We will describe seven evidence-based steps that the students can adopt to thrive in OBE settings in these challenging times. The main contribution of this paper is practical: we present a synthesis of the vast research literature on effective student learning in normal, online, and disrupted settings to present practical insights that students can leverage to substantially improve their learning.

Calvinism and Education

Calvinists left their stamp on different academic institutions with consequences that neither they nor their disciples could control. Reformed Protestants adapted to specific circumstances to carry out their efforts of ecclesiastical reform. From questions about the control of institutions of advanced learning and the purposes of university education, to ones about the actual content of the curriculum and the difficulty of balancing theology, the arts, and natural science, Calvinists struggled to retain theological orthodoxy at the center of the educational enterprise. This challenge continued even when Calvinists started institutions from scratch. This is illustrated in case studies of the universities of Geneva, Leiden, and St. Andrews.

Educação jesuítica e crianças negras no Brasil colonial

Realça um aspecto pouco estudado da história da educação brasileira no período colonial: a educação de crianças negras nos colégios jesuíticos. As crianças eram filhas de escravos desafricanizados, que nasciam nas fazendas de propriedade da Companhia de Jesus. A literatura, tradicionalmente, situa a empresa jesuítica relacionada apenas com as crianças brancas, indígenas, mamelucas e mulatas. A base da conversão dos "gentios" ao cristianismo era a catequese, realizada pelo ensino mnemônico. Nesse contexto, as crianças negras sofriam dois tipos de violência: nasciam marcadas pela maldição social da escravidão e estavam submetidas a um processo brutal de aculturação gerada pela visão cristã de mundo. Palavras-chave: educação colonial; colégios jesuíticos; crianças negras. Abstract The purpose of this article is to emphasize an aspect that is not much studied in the Brazilian education, during the colonial period. We are talking about the black children in the Jesuit schools; in other words, the children of the slaves who were forced out of their African roots, children who were born in the farms belonging to the Brotherhood of Jesus. Usually, literature traditionally places the Jesuit educational enterprise only among white, indigenous, mameluke and mulatto children. The basis of conversion of the "gentiles" to Christianity was the catechism done through mnemonic teaching. In such context, the black children suffered two types of violence: they were born tagged by the social curse of slavery and were subject to a brutal process of acculturation brought about by the Christian worldview. Keywords: colonial education; jesuit schools; black children.

Statistics That Matter

By dissaggregating count data and creating questions about the quality of library services, theological librarians can create statistics that are useful for management, improvement of services, and demonstrating the value of the library in the educational enterprise.