Littérature scientifique sur le sujet « Cambridge Union of University Teachers »
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Articles de revues sur le sujet "Cambridge Union of University Teachers"
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Hinton, Leanne. « Lenore A. Grenoble & ; Lindsay J. Whaley (eds.), Endangered languages : Current issues and future prospects. Cambridge & ; New York : Cambridge University Press, 1998. Pp. xvii, 361. Hb $69.95, pb $27.95. » Language in Society 29, no 2 (avril 2000) : 287–90. http://dx.doi.org/10.1017/s0047404500302044.
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Over the past decade, an increasing number of linguists have been turning their attention toward the plight of endangered languages. We are realizing that most of the small indigenous languages of the world are in great danger of disappearing over the coming century, if they have not already disappeared. Nor are linguists alone in their concern; the media have become interested in the issue, as have international organizations – like UNESCO, the European Union, and even national governments that have in the past been instruments of the demise of indigenous languages. Clearinghouses are being set up (e.g. the International Clearing House for Endangered Languages at Tokyo University), and funds such as the Endangered Languages Fund. Most active in fighting language extinction are members of the affected communities themselves, who are working on their own, or forging new kinds of partnerships with linguists, in an effort to reverse language shift. In the context of these movements, this excellent book is a welcome and crucial resource. The volume gathers together a set of valuable articles by a group including some of the best scholars in linguistics and some of the best native language teachers: Nancy Dorian, Nora and Richard Dauenhauer, Kaia'titahkhe Annette Jacobs, Colette Grinevald, Marianne Mithun, Ken Hale, Christopher Jocks, Anthony Woodbury, Carol Myers-Scotton, and Nikolai Vakhtin. It is a must-read for anyone – native, linguist, teacher, or policy maker – who is involved with issues of language loss, maintenance, or revitalization.
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Meuret, Isabelle. « “George Orwell Invented Journalism Studies” ». Sur le journalisme, About journalism, Sobre jornalismo 10, no 2 (19 décembre 2021) : 214–33. http://dx.doi.org/10.25200/slj.v10.n2.2021.449.
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To inaugurate our series of conversations with scholars in journalism studies with a view to securing some useful insights into the history and practice of journalism education, Prof. Richard Lance Keeble appeared an obvious choice. Now an Honorary Professor at Liverpool Hope University, Prof. Keeble was first director of the International Journalism MA, then director of the Journalism and Social Science BA, at City University, London (1984-2003). He was then appointed Professor of Journalism (2003-present) at Lincoln University where he also became acting head of the Lincoln School of Journalism (2010-2013) and later a Visiting Professor at Liverpool Hope University (2015-2019). Prof. Keeble has been the recipient of prestigious and distinguished prizes, namely the National Teaching Fellowship Award (2011) and the Lifetime Achievement Award for services to journalism education (2014), the latter bestowed by the Association for Journalism Education in the UK. Parallel to his academic career, Prof. Keeble has always been a practising journalist. On completion of his studies in Modern History at Keble College, Oxford University (1967-70), he started a career in journalism, first as sub editor at the Nottingham Guardian Journal/Evening Post (1970-73) and then at the Cambridge Evening News (1973-77). He was deputy editor, then editor, of The Teacher, the weekly newspaper of the National Union of Teachers (1977-84). His dual pedigree in journalism, as a practitioner and a professor, led him to take on many editorial responsibilities. He is emeritus editor of Ethical Space: The International Journal of Communication and Ethics and joint editor of George Orwell Studies and is also on the board of an impressive number of journals, among which are Journalism Studies, Digital Journalism, Journalism Education, International Journal of Media and Cultural Politics, Media Ethics, Journalism: Theory, Practice & Criticism, to name just a few. Prof. Keeble was also Chair of the Orwell Society1 (2013-2020) and has authored or edited no less than 44 books. They include Ethics for Journalists and The Newspapers Handbook,2 respectively on their second and fifth editions, as well as several volumes on George Orwell, investigative journalism, and the British media. It was an honour and privilege to talk to Prof. Keeble in a phone interview on March 25, 2021. The conversation was transcribed while some passages were edited for clarity. I hereby express my immense gratitude for his time, generosity, expertise, and humour. It is such a thrill to start our series of interviews in a way that only makes us want more such conversations.
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Janick, Herbert, Stephen S. Gosch, Donn C. Neal, Donald J. Mabry, Arthur Q. Larson, Elizabeth J. Wilcoxson, Paul E. Fuller et al. « Book Reviews ». Teaching History : A Journal of Methods 14, no 2 (5 mai 1989) : 85–104. http://dx.doi.org/10.33043/th.14.2.85-104.
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Anthony Esler. The Human Venture. Englewood Cliffs, NJ: Prentice-Hall, 1986. Volume I: The Great Enterprise, a World History to 1500. Pp. xii, 340. Volume II: The Globe Encompassed, A World History since 1500. Pp. xii, 399. Paper, $20.95 each. Review by Teddy J. Uldricks of the University of North Carolina at Asheville. H. Stuart Hughes and James Wilkinson. Contemporary Europe: A History. Englewood Clifffs, NJ: Prentice-Hall, 1987. Sixth edition. Pp. xiii, 615. Cloth, $35.33. Review by Harry E. Wade of East Texas State University. Ellen K. Rothman. Hands and Hearts: A History of Courtship in America. Cambridge and London: Harvard University Press, 1987. Pp. xi, 370. Paper, $8.95. Review by Mary Jane Capozzoli of Warren County Community College. Bernard Lewis, ed. Islam: from the Prophet Muhammad to the Capture of Constantinople. Oxford and New York: Oxford University Press, 1987. Volume I: Politics and War. Pp.xxxvii, 226. Paper, $9.95. Volume II: Religion and Society. Pp. xxxix, 310. Paper, $10.95. Review by Calvin H. Allen, Jr. of The School of the Ozarks. Michael Stanford. The Nature of Historical Knowledge. New York: Basil Blackwell, 1986. Pp. vii, 196. Cloth, $45.00; paper, $14.95. Review by Michael J. Salevouris of Webster University. David Stricklin and Rebecca Sharpless, eds. The Past Meets The Present: Essays On Oral History. Lanham, MD: University Press of America, 1988. Pp. 151. Paper, $11.50. Review by Jacob L. Susskind of The Pennsylvania State University. Peter N. Stearns. World History: Patterns of Change and Continuity. New York: Harper and row, 1987. Pp. viii, 598. Paper, $27.00; Theodore H. Von Laue. The World Revolution of Westernization: The Twentieth Century in Global Perspective. New York: Oxford University Press, 1987. Pp. xx, 396. Cloth, $24.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Marilyn J. Boxer and Jean R Quataert, eds. Connecting Spheres: Women in the Western World, 1500 to the Present. New York and Oxford: Oxford University Press, 1987. Pp. xvii, 281. Cloth, $29.95; Paper, $10.95. Review by Samuel E. Dicks of Emporia State University. Dietrich Orlow. A History of Modern Germany: 1870 to Present. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1987. Pp. xi, 371. Paper, $24.33. Review by Gordon R. Mork of Purdue University. Gail Braybon and Penny Summerfield. Out of the Cage: Women's Experiences in Two World Wars. Pandora: London and New York, 1987. Pp. xiii, 330. Paper, $14.95. Review by Paul E. Fuller of Transylvania University. Moshe Lewin. The Gorbachev Phenomenon: A Historical Interpretation. Berkeley and Los Angeles: University of California Press, 1988. Pp. xii, 176. Cloth, $16.95; David A. Dyker, ed. The Soviet Union Under Gorbachev: Prospects for Reform. London & New York: Croom Helm, 1987. Pp. 227. Cloth, $35.00. Review by Elizabeth J. Wilcoxson of Northern Essex Community College. Charles D. Smith, Palestine and the Arab-Israeli Conflict. New York: St. Martin's Press, 1988. Pp. viii, 308. Cloth, $35.00. Review by Arthur Q. Larson of Westmar College. Stephen G. Rabe. Eisenhower and Latin America: The Foreign Policy of Anticommunism. Chapel Hill & London: The University of North Carolina Press, 1988. Pp. 237. Cloth $29.95; paper, $9.95. Review by Donald J. Mabry of Mississippi State University. Earl Black and Merle Black. Politics and Society in the South. Cambridge and London: Harvard University Press, 1987. Pp. ix, 363. Cloth, $25.00. Review by Donn C. Neal of the Society of American Archivists. The Lessons of the Vietnam War: A Modular Textbook. Pittsburgh: Center for Social Studies Education, 1988. Teacher edition (includes 64-page Teacher's Manual and twelve curricular units of 31-32 pages each), $39.95; student edition, $34.95; individual units, $3.00 each. Order from Center for Social Studies Education, 115 Mayfair Drive, Pittsburgh, PA 15228. Review by Stephen S. Gosch of the University of Wisconsin-Eau Claire. Media Reviews Carol Kammen. On Doing Local History. Videotape (VIIS). 45 minutes. Presented at SUNY-Brockport's Institute of Local Studies First Annual Symposium, September 1987. $29.95 prepaid. (Order from: Dr. Ronald W. Herlan, Director, Institute of Local Studies, Room 180, Faculty Office Bldg., SUNY-Brockport. Brockport. NY 14420.) Review by Herbert Janick of Western Connecticut State University.
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DiSalvo, Daniel. « The Comparative Politics of Education : Teachers Unions and Educations Systems Around the World, by Terry M. Moe and Susanne Wiborg, Cambridge University Press, New York, NY, 2017, 344 pp., $33.59 ». Journal of School Choice 11, no 4 (2 octobre 2017) : 663–65. http://dx.doi.org/10.1080/15582159.2017.1395610.
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Шарма Сушіл Кумар. « The Tower of Babble : Mother Tongue and Multilingualism in India ». East European Journal of Psycholinguistics 4, no 1 (27 juin 2017) : 188–204. http://dx.doi.org/10.29038/eejpl.2017.4.1.sha.
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Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the “Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process.
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Brickhouse, Nancy W., et Pamela S. Lottero‐Perdue. « Book ReviewsAthena Unbound : The Advancement of Women in Science and Technology. By Henry Etzkowitz, Carol Kemelgor, and Brian Uzzi. Cambridge : Cambridge University Press, 2000.Women, Science, and Society : The Crucial Union. By Sue V. Rosser. New York : Teacher’s College Press, 2000.Women Becoming Mathematicians : Creating a Professional Identity in Post–World War II America. By Margaret A. M. Murray. Cambridge, Mass. : MIT Press, 2000. » Signs : Journal of Women in Culture and Society 28, no 3 (mars 2003) : 987–91. http://dx.doi.org/10.1086/345330.
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Bartels, Nat. « About Language : Tasks for Teachers of English ». TESOL Journal 8, no 4 (décembre 1999) : 44. http://dx.doi.org/10.1002/j.1949-3533.1999.tb00214.x.
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London, Dalton. « McArthur, Том. A Foundation Course for Language Teachers. Cambridge : Cambridge University Press, 1983McArthur, Том. A Foundation Course for Language Teachers. Cambridge : Cambridge University Press, 1983. Pp. ix, 183. » Canadian Modern Language Review 42, no 3 (janvier 1986) : 736. http://dx.doi.org/10.3138/cmlr.42.3.736.
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Pfister, Thomas. « Review Commentary : Towards a Deeper Understanding of 'European Citizenship' ». Journal of Contemporary European Research 6, no 1 (13 mai 2010) : 123–28. http://dx.doi.org/10.30950/jcer.v6i1.225.
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This short revireview commentary discusses three recent contributions on citizenship and European integration:
Kostakopoulou, D. (2008). The Future Governance of Citizenship. Cambridge: Cambridge University Press.
Maas, W. (2007). Creating European Citizens. Lanham, MD: Rowman & Littlefield.
Shaw, J. (2007). The Transformation of Citizenship in the European Union: Electoral Rights and the Restructuring of Political Space. Cambridge: Cambridge University Press.
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Berger, Thomas. « Beyond the Demonology of Power : The Study of German Foreign Policy after the Cold War ». German Politics and Society 19, no 1 (1 mars 2001) : 80–95. http://dx.doi.org/10.3167/104503001782173774.
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Jeffrey Anderson, German Unification and the Union of Europe (Cambridge and New York: Cambridge University Press, 1999)Thomas Banchoff, The German Problem Transformed: Institutions, Politics and Foreign Policy, 1945-1995 (Ann Arbor, Michigan: University of Michigan Press, 1999)
Thèses sur le sujet "Cambridge Union of University Teachers"
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Marez, Tavia Lee Gerges. « Motivational and school culture differences of teachers whose union members accept or decline merit pay ». [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000188.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the Dept. of Curriculum and Diversity Studies. Title from title page of source document. Document formatted into pages; contains 116 pages. Includes bibliographical references.
Livres sur le sujet "Cambridge Union of University Teachers"
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Parkinson, Stephen. Arena of ambition : A history of the Cambridge Union. London : Icon, 2009.
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Cambridge, University of. Applying to Cambridge : Advice for teachers and careers advisers. Cambridge : University of Cambridge, 2000.
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Mark, McBeth, dir. Teacher training at Cambridge : The initiatives of Oscar Browning and Elizabeth Hughes. London : Woburn Press, 2004.
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Heraus, Professoren ! : Duitse émigré professoren in Oxford en Cambridge (1933-1945). Gent : Uitgeverij Snoeck, 2013.
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1933-, Horn Robert M., Barclay Oliver R et Cambridge Inter-Collegiate Christian Union, dir. From Cambridge to the world : 125 years of student witness. Leicester : Inter-VarsityPress, 2002.
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Annan, Annan Noel Gilroy. The dons : Mentors, eccentrics, and geniuses. Hammersmith, London : HarperCollins, 1999.
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Modin, Yuri. Sudʹby razvedchikov : Moi kembridzhskie druzʹi͡a︡. Moskva : Olma-Press, 1997.
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Gregory, Susanna. An unholy alliance. London, UK : Warner, 1997.
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Modin, Yuri. Mes camarades de Cambridge : J'etais au KGB l'officier traitant de Philby, Burgess, Maclean, Blunt, Cairncross. Paris : Robert Laffont, 1994.
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Teachers, National Union, et World University Service (UK), dir. Less arms, more education : Report of a national union of teachers/ World University Service delegation to Honduras, Nicaragua and El Salvador : November 1987. London : World University Service, 1988.
Trouver le texte intégralChapitres de livres sur le sujet "Cambridge Union of University Teachers"
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Graham, Philip. « 2. Our Star Student ». Dans Susan Isaacs, 25–42. Cambridge, UK : Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0297.02.
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As well as helping with the housework, for the eight years after she left school, Susan did a variety of jobs, none of them very fulfilling. However, she went for walks with her sisters in the surrounding countryside, read widely and developed socialist ideas. At this point, in 1908, one of her older sisters persuaded her father to allow her to enter a two-year course leading to a Certificate in the Teaching of Young Children at the University of Manchester. She so impressed the woman in charge of this course with her academic abilities that, in 1908, Grace Owen persuaded the Professor of Education, John Findlay, to allow Susan to enter a Full Honours degree course in Philosophy. When her father died a year later, a small inheritance allowed her to pursue her studies. As an undergraduate, she played an active part in student societies, becoming Chairman of the Sociological Society and President of the Women’s Student Union. She had a number of outstanding teachers, both in education and in philosophy. She took her Final Examinations in June 2012 and passed with First Class Honours. Prior to her final examinations, her teachers had persuaded Charles Myers, a lecturer in psychology at the University of Cambridge, to take her on as a research student there.
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Violano, Antonella, et Monica Cannaviello. « Imagining a Carbon Neutral University ». Dans The Urban Book Series, 449–60. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29515-7_41.
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AbstractUniversities are the main centers where the drivers of innovation for sustainability and decarbonization of the built heritage are investigated and developed. But are existing university buildings sustainable? If zero carbon buildings are to be our goal in 2050 (EU Green Deal), what is the current carbon footprint of these buildings? How can we enhance post-occupancy evaluation and drive technological and energy retrofits for participatory environmental design? This is the focus of the research carried out within the MedEcoSuRe (Mediterranean University as Catalyst for Eco-Sustainable Renovation) Project, funded by the European Union under the ENI CBC MED Program, which analyses and compares a number of sustainability assessment methods for existing university buildings (Green Metric, Stars, GRI, …) in order to develop the most effective indicators, not only to highlight the really virtuous buildings, but also to identify the strengths and weaknesses of the university building stock and to implement the most appropriate redevelopment strategies. According to the Renovation Wave Strategy, these approaches are aimed at improving not only the energy performance of buildings but will also improve the quality of life of people living in and using university buildings. The research considered multiple aspects concerning not only the environmental and functional performance of buildings, but also the direct satisfaction of users (providing a safe, healthy and comfortable environment for students, teachers and staff) and the strategies to manage energy, water, green and material resources during the operational phase (Xue et al. in Sustainability 12(1):294, 2020). The evaluation of environmental and functional performance of educational buildings should ensure that the effectiveness of buildings is maximized not just in terms of occupancy costs but also with respect to user satisfaction (Ekekezie et al. in Int J Progressive Res Sci Eng 2(8/202):388–397, 2021).
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Do, Hoa. « Language Ideology and Its Educational Impact : Insights from Vietnamese Community Language Schools ». Dans Vietnamese Language, Education and Change In and Outside Vietnam, 83–105. Singapore : Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9093-1_5.
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AbstractDrawing on Gal and Irvine’s (1995), (Signs of difference: Language and ideology in social life. Cambridge University Press, 2019) concept of linguistic differentiation, this chapter examines if and how teachers, principals and stakeholders at Vietnamese community language schools (CLSs) in Australia were engaged in linguistic differentiation and the extent to which their engagement influenced their decision-making and classroom practices. Thematic analysis of semi-structured interviews demonstrates that the participants were actively engaged in noticing and justifying linguistic differences. Language-in-education planning wise, it is argued that the teaching of Vietnamese at the CLSs under study was, to some extent, politicized, evidenced by the participants’ language standardization and low interest in resources developed inside Vietnam.
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Nestore, Matías. « Space, Marginality, and Youth in Urban Spaces : Pedagogical Practices in the Quartieri Spagnoli ». Dans Knowledge and Space, 105–25. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78597-0_6.
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AbstractThe Quartieri Spagnoli (QS) in Naples represent a central urban area of the city affected by extreme levels of disadvantage. The area is characterized by crime, together with high unemployment and school dropout rates, and virtually no social integration in the wider urban landscape. With the highest population density in the city, the area is low in services and green spaces, and its spatial arrangements are characterized by narrow streets and restricted accessibility. In this chapter, I aim to present an account of children’s lived experiences and self-perceptions of space, power, and violence in an urban space that is facing a process of change due to recent capitalist developments such as deepening deprivation and marginalization in advanced capitalist societies (Wacquant, Urban outcasts: a comparative sociology of advanced marginality. Polity, Cambridge, 2008), and expulsions (Sassen, Expulsions: brutality and complexity in the global economy. Harvard University Press, Cambridge, MA, 2014). Moreover, I focus on teachers’ perceptions of their role as pedagogical actors in a marginalized urban space.
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Holicza, Peter. « Regional Mobility in Europe : The Importance of CEEPUS Based on Hungarian Evidence ». Dans European Higher Education Area : Challenges for a New Decade, 81–90. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_6.
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Abstract The Central European Exchange Programme for University Studies (CEEPUS) was founded more than 25 years ago with the aim of supporting the strategic role of the region by academic and further cooperation among the Central, Eastern and Balkan States of Europe. Its framework covers mobility grants for students and teachers within academic networks designed to operate joint programmes and degrees. The importance and impact of CEEPUS are less researched and highlighted compared to the European Union flagship Erasmus Programme, but its results and potential made a comeback to international political agendas and are an actual topic on policy forums. The current scheme is secured only until 2025. Therefore, this research intends to support decision and policymaking processes for future planning by presenting the outcomes of programme participation and necessary changes for improvement and to answer whether the CEEPUS is still needed besides the Erasmus+ and other mobility programs. Hungary is among the founders and one of the most important member states considering the allocated grants, the number of professional networks and mobilities—that make the processed sample representative and valuable.
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Isakhanli, Hamlet, et Aytaj Pashayeva. « Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan ». Dans Palgrave Studies in Global Higher Education, 97–121. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_4.
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AbstractThe development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.
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Miller, Karl. « Teachers, Writers ». Dans Grub Street and the Ivory Tower, 250–61. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198184133.003.0013.
Texte intégralRésumé :
Abstract It would seem to be part of the point of institutions that they don’t get on, or at any rate, that the members of an institution are apt to attach importance to being seen as separate from the membership of other institutions in the vicinity. This has often been true of the two of which, for many years, I enjoyed a simultaneous experience: the humanities as pursued in the university system and the loose confederation represented by novelists, poets, critics and biographers. The literary community is not like the Norwich Union. It is as much a small world, or a diaspora, as it is an institution. But the term can be used here without undue discomfort. The literary community has, institutionally enough, its Society of Literature, its Society of Authors, its Public Lending Right, its cadres of poets, novelists and journalists, its honours, ceremonies and clubs, and its conventions of solitude and dissent.
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Gee, Austin. « Scotland Before The Union ». Dans Annual Bibliography Of British And Irish History, 434–51. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780199265664.003.0011.
Texte intégralRésumé :
Abstract 8458. Armit, Ian. Scotland’s hidden history. Stroud: Tempus, 1998. 160p. 8459. Atkinson, John Andrew. ‘Excavation of 10th-century burials at Chapelhall, Innellan, Argyll, 1994’, Proceedings of the Society of Antiquaries of Scotland, 130 (2000), 651-76. 8460. Barrell, Andrew D.M. Medieval Scotland. Cambridge: Cambridge University Press, 2000. xiii, 298p. 8461. Brown, Keith M. ‘Reformation to Union, 1560-1707’, A200, 182-275. 8462. Clancy, Thomas Owen; Crawford, Barbara E. ‘The formation of the Scottish Kingdom’, A200, 28-95.
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Richards, Joan L. « Trials in Cambridge ». Dans Generations of Reason, 87–98. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300255492.003.0007.
Texte intégralRésumé :
As politics in France continued to churn, the political mood in England became ever darker. In 1793, Frend published a pamphlet Peace and Union Recommended to the Associated Bodies of Republicans and Anti-Republicans in hopes of finding common, calming ground. As he was writing it the French beheaded their king, Louis XVI, and monarchical England declared war. In response, Frend wrote an appendix, “The Effect of the War on the Poor.” His intent was to highlight the miseries that would attend an all-out war, but his work was read as seditious libel, that is an incitement to riot. Within weeks Frend was rusticated from Jesus College. He then faced a trial in the Senate House of Cambridge University. Frend’s major adversary was the Evangelical vice-chancellor of the university and master of Queens College Isaac Milner. Over the course of several weeks Milner presided over a chaotic trial, which resulted in Frend being banished from Cambridge. Therefore, in September 1793, Frend moved to London
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Ghaffari, Mahbod. « University of Cambridge Asian, Middle Eastern and Persian studies during the pandemic ». Dans The world universities’ response to COVID-19 : remote online language teaching, 295–305. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1279.
Texte intégralRésumé :
This case study will focus on the COVID-19 lecturers’ experience in the Faculty of Asian and Middle Eastern Studies (FAMES) at the University of Cambridge. After a brief background about how the academic year works in the University of Cambridge and an introduction about the situation after the outbreak of COVID-19 in the UK, the author will discuss about the measures taken by the faculty and the way the teaching was conducted in the FAMES in general and Persian language courses in particular. Then, the challenges and problems regarding online teaching in Department of Middle Eastern Studies (DMES) will be highlighted. Finally, a short explanation about the way the examination and assessment were handled in the faculty will be provided. The findings show excellent management and steady leadership turned the classic classroom-based teaching to remote and online teaching. Also, professional collaboration and performance of lecturers along with the ongoing technical and training support were the main factors to go through the critical phase of the pandemic’s impact successfully. It seems that the language teachers have gained valuable experience and skills in teaching languages differently, which can be deployed in future post pandemic situations.
Actes de conférences sur le sujet "Cambridge Union of University Teachers"
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Rasskazova, Tatiana, Anna Muzafarova, Anna Okhotnikova et Julia Daminova. « CHALLENGES OF TEACHING A BLENDED ENGLISH COURSE TO UNIVERSITY STUDENTS ». Dans eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-218.
Texte intégralRésumé :
With digitization of our life the vast opportunities the virtual world offers are increasingly employed in teaching and learning. Consequently, there are a growing number of researchers who investigate the most efficient ways of engaging learners and gaining successful results from their learning online. While Western universities already take online learning for granted, Russian universities have just started introducing it for different subjects. This article is focused on the experience of one of the ten largest Russian universities (Ural Federal University) in implementing a blended learning pilot course based on the “Touchstone” coursebook by Cambridge University Press and a corresponding LMS (Learning Management System). The results were far from satisfactory and this article discusses both external and internal factors that could have affected them. The study used the following research methods: statistical analysis of the students’ learning results from the LMS (progress reports and scores), student surveys after the course, informal interviews with pilot course participants. The results of the study reveal that despite the general perception both on the part of the students and teachers that we cannot go on without virtual reality as part of education, few of them are ready to accept that personally and start implementing it in their own lives. Another conclusion is that teachers should seek opportunities to adapt the content of online courses to the Russian university context. And last but not least, not all Russian universities are ready to provide the necessary working conditions for the teachers to work with online content, so they have to monitor students from home, which extends working hours and decreases their motivation.
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Slišāne, Agnese. « Conceptualization of Pedagogical Entrepreneurship ». Dans 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.
Texte intégralRésumé :
The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogical entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
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Lozano, Oscar R., et Eirini Tzovla. « Inclusive Education of Children with Rare Diseases. The Credible Project ». Dans 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.67.
Texte intégralRésumé :
Inclusive education is one of the pillars on which educational policies are based, both in the European Union and in global organizations such as UNESCO. As a result of these guidelines set by these institutions, much progress has been made in general, especially in certain types of disability, gender issues or migration issues, but many sectors of the population still feel “excluded” from the educational system, such as the case of children with rare diseases. Based on these premises, ten organizations from five different countries join forces under the umbrella of the Erasmus+ program in its key action K201, materializing these efforts in the CREDIBLE project (Children with rare diseases and their inclusion in basic learning environments). The objectives of the project coincide with those mentioned but, in addition, focusing on teacher training. Providing teachers with tools to carry out an effective educational inclusion of children with rare diseases is essential to achieve successful educational practices and raise awareness among the population. This project offers the creation of three intellectual outputs oriented to this purpose. The first of them is a platform for exchanging cases in which, teachers who have faced this challenge can share their experiences with other teachers who are beginning this path. The second is a self-training course for teachers (MOOC type) in which methodologies and tools are offered for this goal. The third is a pedagogical-health guide of the most prevalent rare diseases and grouped in such a way that the guide can be useful for other diseases with similar pathologies. The project, which began in 2019, and with the difficulties caused by the COVID 19 pandemic, will culminate in August 2022, with a final act in Glasgow in which the final results will be presented.
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Contarini, Marina, Anna Bernabè, Marco Manfra et Davide Turrini. « Design for Cultural Heritage at the University of Ferrara ». Dans Sixth International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11085.
Texte intégralRésumé :
Alongside Teaching and Research, Italian universities are also committed to Public Engagement activities featuring teaching and cultural initiatives for a non-academic audience. At the University of Ferrara, this commitment was translated into an exhibition in April 2019, originating from a virtuous union of cultural heritage and teaching activities. The creation of the “Natura Naturata” exhibition involved the synthesis of taught courses and research by the University of Ferrara's Industrial Product Design students together with their teachers, in collaboration with librarians. In the Product Design 2 Workshop, students develop exhibition projects, starting from the curatorial concept, through the construction, up to the graphic-communicative aspects and the creation of information and teaching tools. The exhibition was created based on the study of rules used to properly protect library assets so that students could gain specific skills for the preparation of bibliographic exhibitions. It took shape in the Chemistry and Life Sciences Library Santa Maria delle Grazie to emphasize the importance of the University's tangible and intangible cultural heritage with the intention of conveying the 'world' of library collections – and also the University's historical and architectural heritage - to students, scholars, and citizens.
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Dogaru, Gicu-Valentin. « Authentic Leadership, Requirement for Trade Unions in Education ». Dans International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/07.
Texte intégralRésumé :
The theme of leadership, as much as it has been studied, remains so inexhaustible, the general need to identify those people and styles that lead to good results and that ensure a pleasant working climate. In this context, we considered useful an approach to authentic leadership but applied to trade unions. It may seem like a paradox at first glance, and maybe, for this reason, the topic of union leadership has not been explored much. In the present study, we want to highlight, in general, the perception of teachers about the need for authentic leadership in trade unions in pre-university education in Romania. The need for knowledge of leadership styles, values on which each of them is based, and dangers and the possibility of the emergence of flawed forms, determined this first exploration. The conclusions show that union members appreciate the need for authentic leadership in trade unions in the education system, which can have a positive influence on the educational process.
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Dey, Niradhar, et Santosh Panda. « Teacher Experiments and Experiences of Teaching Online during Covid-19 Pandemic – Study of School and College Teachers ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2354.
Texte intégralRésumé :
During the Covid-19 outbreak, in India, specific instructions had been issued to the universities, colleges and schools by the Union Ministry of Education and the University Grants Commission (UGC) to maintain academic calendar, examination, etc. through online teaching by using different online educational technologies (UGC Guidelines on 29th April, 6th July, and 24th Sept, 2020). Against this backdrop, the present paper analyses the experiments and experiences that teachers had undergone during the pandemic in terms of practicing online teaching. Descriptive survey method was used to conduct the study by using a mixed form of online questionnaire through Google Form to seek data from teachers at school and tertiary levels. Findings suggested that the teachers had experienced and experimented themselves in using new technology tools to teach online to the students and also created learning resources for the students. A group of teachers was also quite critical on the issues relating to availability of smart phones, internet facility in remote areas, absenteeism in online classes, difficulty to address the psychomotor and affective domains, assessment, etc. The implications of the study are that a positive confidence among the teachers had been built to use technologies in teaching both online and in the conventional mode. The study also implies that there is the need to orient teachers for using technology in teaching and facilitating student learning. It also implicates to develop required online teaching infrastructure by both governments and educational institutions. Further, in the post-pandemic situation, the study has the implication that a blended-learning environment is essential to be created in all modes of teaching and learning i.e. both campus-based and distance/online learning.
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SERB (TANISLAV), Maria Cristina. « Digitalization – a Key Factor in the Personal Professional Development of Human Resources in Educational Organizations ». Dans International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/28.
Texte intégralRésumé :
In the European Union, we are trying to achieve an extended common area of education, that will have to face the challenges of a more global economy. The current European context offers the possibility of harmonizing VET education systems in the component countries and also the perspective of ensuring the education quality. Present-day researches show that students’ emotional development is decisive for school and life success or mental health. An important role in this process is played by the human resource in VET education. The teacher must be able to provide the opportunity for students to identify, use, understand and manage emotions, in order to communicate effectively, to empathize with those around us, to overcome challenges and to prevent and mitigate conflicts. This research presents an analysis of the role of digitalization in the personalprofessional development of human resources in educational organizations. Mindfulness practices are an important factor in intensifying focus and clarity of mind, processes that can help improve cognitive functions, ultimately having an impact on improving the balance between personal and professional life. This research presents the most important results regarding the need for personal-professional development of teachers through the processes digitalization. The data obtained are the result of applying a questionnaire on a representative sample of teachers from pre-university VET education, from Dambovita county. These served to shape a system of factors with a role in increasing the quality of the teaching process.
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Csernai, Zoltán. « Az informatikai gondolkodással kapcsolatos vélekedések az Eszterházy Károly Egyetem osztatlan informatikatanár szakos hallgatói körében ». Dans Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.14.
Texte intégralRésumé :
The idea of Computational Thinking (CT) functions as an umbrella term impacting the STEM (Science, Technology, Engineering, Mathematics) areas. The concept entails algorithmic thinking, problem solving, programming instruction, and the application of simulation games. My three phase inquiry utilises a combined research paradigm facilitates research, development, and innovation. In an earlier stage of my research I relied on a deductive approach to explore the representations of this concept in the international arena. I analysed the manifestations of Computational Thinking in the DigComp 2.1 framework system accepted by the European Union according to set criteria and investigated the capability of Computational Thinking to facilitate a methodological shift in the education profession by the application of modern digital solutions via the Complex Basic Program. In the second and current stage of my research I turn to the combined paradigm method (Sántha, 2014) to perform an empirical examination focusing on Computational Thinking-related opinions of students enrolled in undivided Informatics teacher training programs at the Eszterházy Károly University. This attitude survey utilizes a self-developed questionnaire along with interviews. The survey aims to obtain a comprehensive evaluation of prospective teachers’ views on the given theme. Based upon the respective results, in the next stage of my research I will introduce various tools and programs facilitating the development of algorithmic thinking.
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Noguchi, Mary Goebel. « The Shifting Sub-Text of Japanese Gendered Language ». Dans GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.
Texte intégralRésumé :
Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.
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Vilceanu, Clarabeatrice, Carmen Grecea et Sorin Herban. « OPPORTUNITIES AND CHALLENGES IN HIGHER EDUCATION SYSTEM : KNOWLEDGE TRANSFER BY E-LEARNING VS. TRADITIONAL METHODS ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-250.
Texte intégralRésumé :
New learning environments aim to developing abilities and skills for students through the use of information and communication technologies (ICT). The new strategies for restructuring the higher education system involve continuous improvement of the curriculum and educational programmes, in line with the evolution of technology and continually referring to similar institutions in the country (regional development) and in the European Union. Starting with the vision of acquiring in-depth knowledge of Geodesy and cadastre in the e-Learning System by students or anyone interested, an online network was implemented for university collaboration to develop the capacity of providing superior competences in Geodesy, mainly for harmonization and standardization of a training program at multi-regional level. This network constitutes an integrated informatics solution that consolidates existing relationships as well as their expansion, between universities, businesses and research centres, developing at the same time the capabilities of working in collaboration, highly acclaimed skill by employers. In the present paper, the authors present a comparative study regarding the overall results of students (development, skills acquired, theory assimilated, progress) using e-Learning technologies (platform mentioned above) versus the traditional method. The subjects belong to the 2nd and the 4th year of study, Bachelor cycle, as the study also focused on differences between students situated at the beginning of their studies and students that are close to graduation. The e-Learning platform used represents a smart additional tool to work, characterized by efficiency and capacity to adapt and is used successfully since 2012, facilitating collaboration between sets of graduates, students and teachers. It allows viewing and managing complex educational content types, such as interactive materials, tutorials, exercises, simulations, educational games and provides a user-friendly interface for all users, both professors and students.