Bibliographies thématiques / Arts University College at Bournemouth

Littérature scientifique sur le sujet « Arts University College at Bournemouth »

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Publié le 26 juillet 2024

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Articles de revues sur le sujet "Arts University College at Bournemouth"

Baylis, Nicola. « Making Visible the Invisible : Corporeal Mime in the Twenty-First Century ». New Theatre Quarterly 25, n^o 3 (août 2009) : 274–88. http://dx.doi.org/10.1017/s0266464x0900044x.

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Corporeal mime and the work of Etienne Decroux are well known in the world of physical theatre, remaining inspirational to those who have studied and explored this complex art form. In the following article Nicola Baylis examines the prevailing misunderstandings that surround corporeal mime, briefly addressing its historical context, and moving on to discuss contemporary applications of Decroux's training system. With the increasing advent of innovative theatre produced by a new wave of actors trained in corporeal mime, she focuses on the current work of artists in Naples, and concludes with reflections on corporeal mime's relevance to present-day experimental performance and on the potential future role of the form within modern theatre. Nicola Baylis is an actor, director, and teacher who has trained in corporeal mime and commedia dell'arte. Before moving to Naples, she worked as a Lecturer in Drama on degree programmes at Bournemouth and Poole College, in conjunction with Bournemouth University. She is currently working on an adaptation of Macbeth which will be performed in London in the autumn.

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Walling, Michael. « Odysseus under Occupation : Border Crossings’ When Nobody Returns ». New Theatre Quarterly 33, n^o 3 (10 juillet 2017) : 227–39. http://dx.doi.org/10.1017/s0266464x17000288.

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In NTQ 123 (August 2015) Michael Walling, Artistic Director of Border Crossings, wrote about his production of This Flesh is Mine, adapted by Brian Woolland from the Iliad. Here he discusses When Nobody Returns, based on The Odyssey, a co-production with Palestine's Ashtar Theatre that reflected contemporary events in a way that was not allegorical but allusive. He explores how the play related to its 2016 context in terms of the refugee crisis, the idea of occupation, and the concept of return. As well as describing the generation of meaning through the interaction of text and context, the piece explores the production in relation to Border Crossings’ wider programme of work, which also includes community engagement with refugees and policy consultation.When Nobody Returns was written by Brian Woolland and co-produced by Border Crossings, Ashtar Theatre, and the Royal Central School of Speech and Drama. It was funded by Arts Council England, British Council Palestine, RBKC's Nour Festival, Arts University Bournemouth, and Rose Bruford College.

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Ehlers, V. J. « Report : 9th International Reflective Practice Conference : Mindful Inquiry : 23-25 June 2003 : Robinson College, Cambridge, United Kingdom ». Health SA Gesondheid 8, n^o 4 (5 novembre 2003) : 99–101. http://dx.doi.org/10.4102/hsag.v8i4.148.

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This annual conference is organised by the Institute of Health and Community Studies, Bournemouth University. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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Pope, James. « The design and development of Genarrator at Bournemouth University ». Art, Design & ; Communication in Higher Education 8, n^o 2 (1 décembre 2009) : 157–67. http://dx.doi.org/10.1386/adch.8.2.157/1.

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Gibson, Brooke. « Florida State University College of Motion Picture Arts ». Film Matters 4, n^o 1 (1 mars 2013) : 80–81. http://dx.doi.org/10.1386/fm.4.1.80_1.

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Rigden, John S. « Editorial : The liberal arts college and the university ». American Journal of Physics 54, n^o 10 (octobre 1986) : 875. http://dx.doi.org/10.1119/1.14782.

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Small, Susan. « King’s College, University of Western Ontario ». Florilegium 20, n^o 1 (janvier 2003) : 81–82. http://dx.doi.org/10.3138/flor.20.023.

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The presence of Medieval Studies at King’s College is perhaps less evident than at some other institutions, but it is solid and firmly-rooted nonetheless. King's is a small, Catholic liberal arts college affiliated with the University of Western Ontario; it has a history of literary and philosophical interest in the Middle Ages and also shares a tradition of medieval ecclesiastical scholarship with St. Peter’s Seminary, with which it has an academic affiliation.

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Grayson, J. Paul. « Keeping the faith : The university experience and apostasy ». Canadian Journal of Higher Education 50, n^o 2 (24 août 2020) : 54–70. http://dx.doi.org/10.47678/cjhe.v50i2.188669.

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In 1963, Glendon College, York University, located in Toronto Canada, admitted mainly Christian students of European origin to a small liberal arts program. Fifty years later the College remained small with a continuing, but less embracive, commitment to the liberal arts; however, the student body included large numbers of young adults who professed religions other than Christianity and came from backgrounds other than European.Within this context, this article focuses on the impact of the Glendon College experience on students’ religious identification and participation in religious services. Overall, I find that in the mid-sixties the College experience contributed to changes in the religious identification of students. By contrast, a half-century later, students’ post-secondary experiences were of little consequence for religiosity. One possible explanation for differences in the College effect is that because of the current racial and religious diversity of Toronto, students are more likely than in the past to confront their religious identities in high school.Keywords: liberal arts, religiosity, change, university experience.

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Nooteboom, Cees. « Speaking at university college london ». Dutch Crossing 9, n^o 25 (avril 1985) : 10–28. http://dx.doi.org/10.1080/03096564.1985.11784318.

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Gadzella, Bernadette M., Dean W. Ginther, J. David Williamson et John Davenport. « Mathematics Course Grades and Attitudes in Mathematics for Students Enrolled in Three University Colleges ». Psychological Reports 57, n^o 3 (décembre 1985) : 767–72. http://dx.doi.org/10.2466/pr0.1985.57.3.767.

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Correlations between mathematics course grades and scores on the Mathematics Attitudes Scale were analyzed for 56 students enrolled in the College of Arts and Sciences, 52 students in the College of Business and Technology, and 69 students in the College of Education. Significant correlations were found for students enrolled in the College of Arts and Sciences and the College of Education, with one exception (the Importance of Mathematics for the College of Arts and Sciences). None of the correlations were significant for the College of Business and Technology. Further study was suggested.

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Thèses sur le sujet "Arts University College at Bournemouth"

Francis, Clarissa E. « Black college women's responses to sexual health peer education at Clark Atlanta University ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/dissertations/1311.

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This research evaluated the impact Clark Atlanta University's (CAU) Sexual Health Peer Education (SHPE) program has on black college women's sexual health knowledge, attitudes and beliefs towards sexuality, sexual behaviors, and sexual health. In addition, this research explores the strategies used by Clark Atlanta University's SHPE program, Health Promoters Educating and Encouraging Responsible Students (HPEERS). This research was based on the premise that multiple factors contribute to the efficacy of the transmission of sexual health education such as social determinants, cultural competency, use of statistics, and location. In the United States, African- American women account for 60% of the cases of Human Immunodeficiency Virus (HTV) of women. Many researchers have focused on the high rates of HIV among African-American women. However, this research focused exclusively on black college women at CAU. This research consisted of a mixed method, including a critical program evaluation and participant observation that involved SHPE and black college women students attending CAU. The researcher found that the majority of the black college women who attended an event sponsored by H-PEERS reported it to have effectively impacted their overall sexual health. The researcher concludes that the strategies used by H-PEERS are effective, but the organization must develop strategies that are inclusive to all sexual identities represented at CAU. The researcher recommends further research focusing on other populations represented at the university including black male and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students.

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Young, Denise York. « Participation in a study-abroad program and persistence at a liberal arts university ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4373/.

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This study used a quasi-experimental design with 1,237 students to investigate the association between participation in a study-abroad program and persistence at a liberal arts university. The theoretical basis for the study was Tinto's Theory of Individual Departure. The independent variable of interest, also known as the treatment, was participation in the University of Dallas Rome Program during the sophomore year. The control group consisted of students who were qualified to participate in the Rome Program, but chose not to do so. The dependent variable was the number of fall and spring semesters enrolled as an undergraduate at the University of Dallas post-treatment through spring 2003. Nine variables that measured background characteristics, academic integration, and social integration explained 3.8% of the variation in number of semesters enrolled post-treatment. Participation in the Rome Program explained an additional 4.2%. In all of the statistical measures examined in this study (incremental increase in R2, b weights, adjusted β weights, and structure coefficients), there was evidence of an important positive association between participation in the Rome Program and persistence. Based on the b weight in the regression equation, holding all other variables constant, students who participated in the Rome Program persisted on average .83 semesters longer post-treatment at the University of Dallas than those who did not go to Rome. Of the 1,007 students in this study who went to Rome, 96% were enrolled at the University of Dallas one semester after Rome participation and 91% were still enrolled after two semesters. This compared to 80% and 72%, respectively, for the 230 students in the control group. Of the 674 students in the study who went to Rome and had the opportunity to graduate within 4 years, 79% graduated within 4 years. This compared to 51% for the 123 students in the control group. Persistence during and after the sophomore year was not associated to the same extent with pre-entry background characteristics, academic integration, and social integration as was persistence from freshman to sophomore year.

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Dawood, Dianne Crum. « College Readiness and Academic Successes for Arts Magnet and Traditional High School Graduates ». UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/322.

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The purpose of this study was to explore the effectiveness of the arts magnet high school in preparing its graduates for college readiness from the threshold of college admission (high school grade point average and achievement scores) through matriculation to the type of baccalaureate degree awarded. The setting was 15 public arts magnet high schools and 15 randomly-selected public traditional high schools and the Florida State University System of 11 postsecondary institutions. The research population was four 6-year cohorts of graduates of the 30 high schools in the present study (N = 8,967). Logistic and linear regression techniques, college admission data (grade point average and achievement scores) and college participant data (number of terms to degree, changes in college major, college GPA) were used to predict college success. The results of logistic regression (N = 8,967) showed no statistically significant difference in achievement test scores and grade point average between arts magnet graduates and the comparison group. The present study found no evidence of instrumental value to the arts experience as measured in standardized test scores and grade point average. The findings of the present study were congruent with the results of other arts magnet high school research studies repmied in the literature. The majority of Florida's arts magnet high schools when compared to high schools in their respective districts present lower dropout and absenteeism rates and higher graduation rates. The results of chi-square test of independence indicated that arts magnet high school graduates who chose arts-based college majors were more likely to remain stable in their choice through baccalaureate degree than any other subgroup in the research sample including both traditional high school graduates and arts magnet graduates choosing other majors (p < .001). It follows that for the years studied in this research, arts magnets brought great diversity to the State University System. By ethnicity, minorities represented 47.4% (n = 1,826) of arts magnet research sample (n = 3,846). A chi-square test of independence indicated that Black males graduating from arts magnet high schools were more likely to complete to a college degree (p < .001) than those in traditional high schools. Overall, the demographic analysis of the present study provides strong evidence that arts magnet high schools have achieved the education diversity goals of the magnet concept. The findings of the present study support effectiveness of arts magnet schools as a public policy vehicle of school choice, equity, quality, and accountability. Arts magnet schools represent a paradigmatic shift in how public schools offer choice to parents. The present study found that graduates of arts magnet high schools are equally prepared for competitive college admission into state universities with a value-added component of an intensive arts curriculum and positive secondary school climate.

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Marshall, Donald K. « A report on an Arts Administration internship with Fanfare ». ScholarWorks@UNO, 2001. http://scholarworks.uno.edu/aa_rpts/25.

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In the winter of 1999, Artistic Director Harriet Vogt decided to retire earlier than had been anticipated by the university. With her retirement just weeks away on March 1, the Dean of the College of Arts and Sciences, Dr. John Miller, asked if I was interested in taking a leave of absence from the Department of Visual Arts and becoming Interim Artistic Director of Fanfare. At the same time I was beginning to look for a possible internship that would take advantage of my professional experience in the arts and the knowledge that I had gained in graduate school at U.N.O. My previous experience with directing presenting and festival organizations had been focused in urban areas where a large sophisticated audience that was accustomed to supporting the arts typicaUy exists. Directing an arts organization in a rural area would present many new challenges.

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Brooks, Cecilia, Tommy Phillips et Rashmi Kunwar. « Exploration of Agricultural Literacy and Importance of Agricultural Practices among College Students at a Liberal Arts University ». Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/60.

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The role of agriculture in the economy and society remains relevant as the industry provides 11% of employment and affordable access to healthy food which promote health and wellbeing. However, without adequate agricultural literacy, individuals may not be able to make safe and healthy food choices. To explore the level of agricultural literacy of college students, a 43-item questionnaire was developed and will be administered at a Liberal Arts University in the Southeastern United States. The aim of the study is to determine agricultural literacy scores and the importance of agricultural practices among college students who are not and will not be enrolled in agricultural courses and who do not plan to pursue a career in agriculture. Data collected will be examined to determine whether agricultural literacy is related to the importance of agricultural practices and whether relationships between demographic characteristics and agricultural literacy scores are present

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Van, Loo Scott Daniel. « Concurrent Enrollment at a Faith-Based Liberal Arts College : Student Behavior and Policy Considerations ». University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1310745296.

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Price, Randell S. « A Case Study of the Perceptions of Community College Students Who Transfer to a College of Arts and Sciences at a Midwest Research University ». Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384964863.

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Essack, Shaheeda. « Towards academic staff development in the faculty of arts at the University of Durban-Westville ». Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52036.

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Thesis (MPhil)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: The aim of this study was to investigate .the need for a staff development programme for academics in the Faculty of Arts at the University of Durban-Westville. This thesis has five chapters. Chapter One is the introductory chapter and examines the nature of the study in relation to the aims of the study, sub-problems, various definitions of staff development and formulates a hypothesis. The hypothesis states that: "There is a definite need for an academic staff development programme in the Faculty of Arts at the University of Durban-Westville." This hypothesis is then followed by a motivation and rationale of the study followed by a discussion of background studies on staff development. The limitations, strengths and scope of the study are presented followed by some preliminary considerations. Chapter Two provides an in-depth examination of staff development. It begins with a critical discussion of the various philosophies that underpin staff development practices. These philosophies include positivism, hermeneutics and the political nature of staff development. This is followed by a discussion on the goals of higher education and its link to staff development. Special reference is made to the South African context, quality assurance in South African universities and staff development programmes at the Historically Black Universities. Thereafter, an in-depth discussion of the link between teaching and learning is presented. This is accomplished by referring to theories of teaching and learning in higher education. Once this is completed, the entire spectrum of staff development activities is presented. This discussion begins with a description of the various competencies of the lecturer followed by a presentation of two models on staff development. The following staff development practices are then discussed in detail: induction programmes, seminars and workshops, reflective teaching and self-directed practice, mentoring, consultation, personal growth contracts, the cascades method and micro-teaching. This discussion is consolidated by presenting the case of the University of Durban- Westvi11e and motivating for the need for academic staff development in the Faculty of Arts. Chapter Three presents the research design and methodology - it outlines the steps undertaken in the current study. Both qualitative and quantitative methods of research were utilized. The primary means of collecting data was the survey which included the dissemination of questionnaires to both third year students and lecturers in the Faculty of Arts. Students were selected from the population of third year students in the Faculty of Arts. A proportional stratified randomized sampling procedure was applied to both the population of staff and students. Chapter Four presents the analysis of the data in a systematic way. The student questionnaire is analyzed followed by an analysis of the staff questionnaire. These results are presented in table form, followed by a discussion. There are 38 tables in this chapter. Chapter Five is the final chapter that presents the conclusions drawn from the study and provides recommendations for the establishment of a staff development programme.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die behoefte te bepaal vir 'n personeelontwikkelingsprogram vir akademici in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville. Hoofstuk Een is die inleidende hoofstuk en ondersoek die aard van die navorsing in verhouding tot die doelwitte daarvan, subprobleme, verskeie definisies van personeelontwikkeling, en formuleer 'n hipotese. Die hipotese stel dit so: ''Daar is 'n besliste behoefte aan 'n personeelontwikke1ingsprogram in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville." Hierdie hipotese word dan gevolg deur 'n motivering en 'n grondrede vir die navorsing. 'n Bespreking van die agtergrondstudies oor personeelontwikkeling volg daarop. Die beperkinge, sterk punte en omvang van die navorsing word dan voorge1e. Daarna volg 'n paar inleidende beskouinge. Hoofstuk twee bied 'n diepgaande ondersoek na personeelontwikkeling. Dit begin met 'n kritiese bespreking van die verskillende filosofiee wat onderliggende is aan personeelontwikkelingspraktyke. Hierdie filosofieë sluit positivisme, hermeneutiek en die politieke aard van personeelontwikkeling in. Dit word gevolg deur 'n bespreking van die doelwitte van hoër onderwys en die verband wat dit met personeelontwikkeling het. Daar word in die besonder verwys na die Suid-Afrikaanse konteks, gehalteversekering in Suid-Afrikaanse unversiteite en personeelontwikkelingsprogramme by Histories Swart Universiteite. Daarna volg 'n diepgaande bespreking van die verband tussen onderrig en leer, waartydens daar na onderrig en leer-teorieë in die hoër onderwys verwys word. Vervolgens word die totale spektrum van personeelontwikkelingsaktiwiteite ondersoek. Hierdie bespreking begin met 'n beskrywing van die verskillende bevoegdhede waaraan dosente moet voldoen, en word gevolg deur 'n voorlegging van twee personeelontwikkelingsmodelle. Die volgende personeelontwikkelingspraktyke word dan in besonderhede bespreek: orientingsprogramme, seminare en werkswinkels, reflektiewe onderwys en selfgerigte praktyk, mentorskap, konsultasie, persoonlike ontwikkelingskontrakte, die "cascades method" en mikro-onderrig. Hierdie bespreking word dan saamgevat deur die saak van die Universiteit van Durban-Westville te stel. Die behoefte aan personeelontwikkeling vir akademici in die Fakulteit Geesteswetenskappe, word gemotiveer. In Hoofstuk drie word die navorsingsontwerp en -metodologie uiteengesit. Dit verduidelik die prosedure wat gevolg is in die navorsing. Beide kwalitatiewe en kwantitatiewe ondersoekmetodes is gebruik. Die primere metode om data in te samel, was die meningsopname wat die uitstuur van vraelyste vir beide derdejaarstudente en dosente in die Fakulteit Geesteswetenskappe ingesluit het. Studente is gekies uit die derdejaarstudente in die Fakultiet Geesteswetenskappe. 'n Proporsioneel gestratifiseerde ewekansige monsternemingsprosedure is toegepas op beide die personeel en die studente. Hoofstuk Vier bied 'n sistematiese ontleding van die response op die vraelyste. Die studente se response op die vraelyste is ontleed en daarna is 'n ontleding van die personeel se vraelyste gedoen. Die uitslae hiervan word in tabelvorm voorgelê en word daarna bespreek.

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McDonald, Richard Keirs III. « Towards Regenerative Development : A Methodology for University Campuses to Become More Sustainable, With a Focus on the University of South Florida ». Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/391.

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The administrations of several universities have developed strategies to reduce the negative environmental effects created by their institutions. Because no single, comprehensive methodology to guide institutions to sustainability exists, these strategies range widely in scope. As well, the definition of "sustainability" differs for these various institutions, resulting in strategies ranging from small-scale recycling programs to major initiatives to incorporate green building and revamping curricula. This study attempts to create the first comprehensive methodology to guide university campuses and processes to become regenerative. Regenerative systems "produce more resources than needed, provide resources for other projects, and enhance [the] environment" (Bernheim 2003), and are synonymous with the "triple top line" of sustainability presented by Braungart and McDonough (2002). Sustainability plans of other universities were reviewed to determine what strategies have been successful for these institutions. These data were synthesized to create the comprehensive methodology. The methodology is incremental to allow time for institutions to adjust their financial plans and facilities management practices. Subsequently, the University of South Florida's Tampa campus (USF) served as a case study. Buildings and other infrastructure were reviewed, as were the curricula, buying practices, food service, and other university processes. Finally, a survey was presented to the primary decision-makers for USF to identify obstacles to implementation of the sustainability methodology. Recommendations for overcoming these obstacles were then be devised, incorporating solutions developed at other institutions as well as novel ideas.

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Murphy, Cari. « Residential Learning Outcomes : Analysis Using the College Student Experiences Questionnaire at a Large Public Research University ». Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1718.

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The creation of learning outcomes inside and outside of the classroom on college campuses has been a growing trend based on a variety of publications which encouraged the fostering of diverse types learning and the measurement of student learning outside of the classroom (ACPA, 1994; Keeling, 2004). The creation of the learning outcomes is a positive step, however, assessment of the learning outcomes must be conducted to determine what students are learning and what areas are to be improved otherwise the learning outcomes are meaningless. This study was conducted at a large public research university where the Department of Housing and Residential Education had recently identified its Residential Learning Outcomes. Consequentially an assessment of the over attainment of the Residential Learning Outcomes, the impact the number of years a student resided on campus had on the attainment of the Residential Learning Outcomes and the impact the number of years a student was enrolled at the institution had on the attainment of the Residential Learning Outcomes may be useful to the university and the wider body of knowledge about residential education. Using targeted questions from the CSEQ the study found that there were significant levels of achievement for residential students for six of the seven Residential Learning Outcomes especially when isolating the Quality of Effort scales. When evaluating the number of years a student has been enrolled, however, no relationship was found.

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Livres sur le sujet "Arts University College at Bournemouth"

Quality Assurance Agency for Higher Education. Institutional Review Directorate. Bournemouth University and the College of Tourism and Hotel Management, Cyprus : Overseas Partnership Audit Report. Gloucester : Quality Assurance Agency for Higher Education, 2001.

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Public District School Board Writing Partnership (Ontario), Catholic District School Board Writing Partnership (Ontario) et Ontario Ministry of Education, dir. Dramatic arts : Course profile, grade 11, university/college preparation. [Ontario] : Queen's Printer for Ontario, 2001.

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Public District School Board Writing Partnership (Ontario), Catholic District School Board Writing Partnership (Ontario) et Ontario Ministry of Education, dir. Visual arts : Course profile, grade 11, university/college preparation. [Ontario] : Queen's Printer for Ontario, 2001.

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Allen, Stout Joseph, dir. A history of the Oklahoma State University College of Arts and Sciences. Stillwater : Oklahoma State University, 1992.

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Grayson, J. Paul. Comparative first year experiences at York University : Science, arts, and Atkinson. [Toronto, Ont.] : Institute for Social Research, York University, 1994.

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Jose, Ricardo Trota. Celebrating the birth and rebirth of the U.P. College of Liberal Arts, 1910-1983. Diliman, Quezon City : U. P. College of Arts and Sciences Alumni Foundation, University of the Philippines, 2011.

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K, Mayanja Muhammad, et Association of African Universities, dir. A comparative study of Makerere University graduates of the faculties of arts and sciences. Accra-North, Ghana : Association of African Universities, 2001.

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Middleton, Charles R. One hundred years of arts and sciences : A centennial reaffirmation. [Boulder] : College of Arts and Sciences, University of Colorado at Boulder, 1994.

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S, Ryan J., dir. The arts from New England : University provision and outreach 1928-1998. Armidale, New South Wales : Faculty of Arts and the University of New England Alumni, 1998.

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McGill University. Faculty of Arts., dir. McGill College, Montreal, Faculty of Arts : Christmas examinations, 1867, classification of students who have passed .. [S.l : s.n., 1986.

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Chapitres de livres sur le sujet "Arts University College at Bournemouth"

Eschenbruch, Nicholas, Hans-Joachim Gehrke et Paul Sterzel. « University College Freiburg : Toward a New Unity of Research and Teaching in Academia ». Dans Experiences in Liberal Arts and Science Education from America, Europe, and Asia, 91–108. New York : Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-94892-5_7.

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Boddington, Anne, Jyri Kermik et Tom Ainsworth. « Interdisciplinary Design in the College of Arts and Humanities at the University of Brighton ». Dans Creating Innovation Leaders, 239–54. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20520-5_15.

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Xiong, Weiyan. « Graduate Education Within a Liberal Arts College Context : A Case of Lingnan University, Hong Kong ». Dans The Reinvention of Liberal Learning Around the Globe, 165–77. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8265-1_10.

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Bog, Deirdre Klein, et Marijk van der Wende. « Liberal Arts and Sciences Education for the 21st Century Knowledge Economy : A Case Study of Amsterdam University College, The Netherlands ». Dans Liberal Arts Education and Colleges in East Asia, 113–24. Singapore : Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0513-8_10.

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Wolf Perez, Edith. « 2.1. WHO Collaborating Centre for Arts and Health ». Dans Gesundheit, Kommunikation und Gesellschaft, 69–74. Bielefeld, Germany : transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839466087-007.

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Ein internationales Forschungszentrum: Im Oktober 2021 wurde am University College London (UCL) das WHO Collaborating Centre for Arts and Health eröffnet. Es baut auf einer vorangegangenen vierjährigen Zusammenarbeit zwischen dem UCL und dem WHO-Regionalbüro Europa zu Kunst und Gesundheit auf, in deren Rahmen auch der Health Evidence Synthesis Report »What is the evidence of the role of the artsin improving health and well-being« veröffentlicht wurde. Das Collaborating Centre arbeitet an der Analyse und Verbreitung von Daten aus Kohorten-Längsschnittstudien zu den langfristigen Auswirkungen von Kunst- und Kulturengagement auf die psychische und physische Gesundheit und den Mechanismen, die diesen Auswirkungen zugrunde liegen. Es wird auch mit Regierungen auf internationaler Ebene zusammenarbeiten, um Strategien zu entwickeln, die die Nutzung der Künste zur Erreichung globaler Entwicklungsziele unterstützen, z. B. mit Projekten wie "Breathe Melodies for Mums".

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Fan, Xiaoxi, Yao Sun, Jingyi Sun et Xinyuan Zhao. « Exploration and Practice of Art Experimental Teaching System in Comprehensive Universities in the Context of “New Liberal Arts” Construction : A Case Study of the Arts College of Sichuan University ». Dans Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 1208–16. Paris : Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_145.

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Kadupula, Pravallika, et Munilakshmi Nijagala. « Physical, Chemical Analysis of Solid Waste and Energy Recovery from Combustible Waste of Institution—A Case Study of Sri Venkateswara University College of Arts ». Dans Waste Management as Economic Industry Towards Circular Economy, 167–70. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1620-7_18.

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Phillips, Michelle, et Ava Podgorski. « Best Practice Considerations for Arts Educators When Developing Intensive Online Courses for Creative Industries Higher Education Students ». Dans FGF Studies in Small Business and Entrepreneurship, 183–97. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_13.

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AbstractThe 2-year StART Entrepreneurship Project (StART) aims to support creative industries students to develop skills and utilise real-world experience to build successful and sustainable careers. UK-based and funded by the Office for Students and Research England, StART is a collaboration between the Royal Northern College of Music (RNCM), the Royal Central School of Speech and Drama (RCSSD) and University of the Arts London (UAL). The project involves the development of new in-curricular and extracurricular content and events, tailored specifically for students studying for higher education degrees in these and other specialist creative arts institutions.This chapter explores one specific way of delivering entrepreneurship education to students, an intense period of contact time often referred to as a ‘boot camp’. The chapter outlines the planning stage of this event, including how existing research on entrepreneurial learning might be mapped onto the boot camp format and how aspects of the QAA (Enterprise and Entrepreneurship Education: Guidance for UK education providers, Quality Assurance Agency for Higher Education, Gloucester, 2018) guidance was to be integrated. The chapter will also detail how existing frameworks such as EntreComp (McCallum et al., Joint Research Centre Entrepreneurship and the creative economy (3):400–414, 2018) and the CLEAR IDEAS model (Birdi, European Journal of Work and Organizational Psychology 30(3):400–414, 2021) informed design and delivery and how input from external industry partners and students themselves (both event participants and members of the StART Student Advisory Board) was a key part of the planning.

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Meier, Svenja. « Personal Interlocution in Telecollaboration ». Dans Digital Teaching and Learning in Higher Education, 117–36. Bielefeld, Germany : transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839462768-007.

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In the past years telecollaboration has gained importance in higher education contexts. For students telecollaborative projects are a chance to take part in cultural exchange and expand the language competences on a minimum cost. Especially since the begin of the COVID-19 pandemic in 2020 education cannot be viewed without digital sources and the use of technological tools. Therefore, teachers need to be prepared for a globalized world and experience their own and other cultures through technology, whilst extending their intercultural communicative competence. This chapter (paper) examines the forms of personal interlocution of teachers in training based on a case study taken from the Digital and International Virtual Academic Cooperation (DIVA) program from 2021. The participating students from the Kibbutzim College of Education, Technology and the Arts in Tel Aviv (Israel) and the University of Education Ludwigsburg (Germany) joined the project over the course of four weeks. During their online group work via Zoom the students were video recorded. Further data was collected through students' final statements and reflections. However, only the video data is taken into consideration and transcribed for the purpose of this chapter. Taking a phenomenological approach of the collected data, one phenomenon will be discussed in detail. The personal stories of the observed group will be displayed in multimodal descriptions and presented on the base of a cultural discourse analysis (Carbaugh, 2007). The conclusion will then discuss how the individuals express their own narratives and worldview.

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Proctor, John ‘Ray’. « Romeo and Juliet at an Historically Black College/University ». Dans Romeo and Juliet, Adaptation and the Arts. The Arden Shakespeare, 2022. http://dx.doi.org/10.5040/9781350109230.ch-009.

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Actes de conférences sur le sujet "Arts University College at Bournemouth"

Revell, Tobias. « University of the Arts London London College of Communication ». Dans Electronic Visualisation and the Arts. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/eva2018.74.

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Fass, John, Nicolas Marechal et Henrietta Ross. « University of the Arts London London College of Communication ». Dans Proceedings of EVA London 2019. BCS Learning & Development, 2019. http://dx.doi.org/10.14236/ewic/eva2019.77.

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Tong, Yibao, et Zhenyu Qiu. « The experiment research about grading teaching in college tennis --In the case of Tianjin University Renai College ». Dans 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.224.

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Diprose, Graham, Michael George et Robin Darwall-Smith. « An Alternative Method of Very Long-term Conservation of Digital Images and their Historical Context for The Archive, University College, Oxford ». Dans Electronic Visualisation and the Arts. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/eva2018.10.

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Zhang, Yong, Jiya Tian, Pingping Xiao, Xiangyu Meng et Nijun Bai. « Research and Practice on Sustainable Development of College-enterprise Cooperation in Applied University ». Dans Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.164.

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Li, Hua. « The Cultivation of Innovation Ability in General Music Education of College and University Students ». Dans 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.41.

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Schumann, William. « BLACK MOUNTAIN COLLEGE SEMESTER : (RE) LEARNING EXPERIMENTATION IN ARTS AND CULTURE EDUCATION ». Dans 2024 SoRes Paris –International Conference on Interdisciplinary Research in Social Sciences, 11-12 January. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.0102.

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Black Mountain College Semester (BMCS) was an interdisciplinary teaching and public education project implemented in 2018 at Appalachian State University in mountainous western North Carolina, USA. BMCS drew over 30,000 attendees and participants despite the rural character of the project area. Based on the experimental pedagogy of the influential Black Mountain College (1934=1963), the ten-month, multi-sited BCMS project sought to create intentional spaces of interdisciplinary collaboration–bringing the humanities, social sciences, arts, and design sciences into conversation–but more importantly, to facilitate the development of experimental cross-disciplinary and academic-public collaborations independently of the project leadership team. This paper offers a brief overview of Black Mountain College, followed by a discussion of the decentralized project design and the analysis of two project case studies. BMCS planning started with the original College principles of experiential and democratic learning philosophy, which invited participation and collaboration across hierarchical academic silos. Fundamentally, the concept of independent inquiry, not specific project outcomes, drove this process. Faculty, administrators, staff, non-profit leaders, educators, and the public contributed to events as varied as exhibitions, public talks, workshops, publications, theater, music, and curriculum design across four project sites. The first case study describes an interdisciplinary faculty fellowship program, created by project leaders, to support the application of learning concepts from Black Mountain College in university courses. The second describes the process of creating an interactive website linked to three museum exhibitions that extended BMCS into public domains and extra-academic spaces of learning. Broadly, this paper analyzes the process of co-creating methods of experiential learning on and beyond a university campus. Project assessment data is utilized to contextualize public responses to BMCS and discuss future directions for the project.

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Gao, Yuan. « Study on Navigation College International Campus Construction-- Take the example of Shandong Jiaotong University ». Dans Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.215.

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Du, Yifeng. « Construction of Teaching Management Model of Majors in Arts Department. Take Arts Department of Zhuhai College of Jilin University as an Example ». Dans 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.28.

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Liu, Bing, Xueshou Huang, Ming Sun, Yi Xiao et Yongkang Zhu. « Construction of Business Incubation Bases under Situation of Innovation and Entrepreneurship Education Reform. Take Zhuhai College of Jilin University as an Example ». Dans 2nd International Conference on Arts, Design and Contemporary Education. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.320.

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Rapports d'organisations sur le sujet "Arts University College at Bournemouth"

McIntyre, Phillip, Susan Kerrigan et Marion McCutcheon. Australian Cultural and Creative Activity : A Population and Hotspot Analysis : Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi et Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, mai 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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