The heroic age of Celtic Philology

2004 ◽  
Vol 54 (1) ◽  
pp. 1-30
Author(s):  
D. Ellis Evans

This article is based on a lecture I was originally invited to deliver at Aberystwyth in the University of Wales in honour of the late Sir Thomas Parry-Williams (one of my earliest University teachers) and to do so on a topic which, I feel sure, would have met with his approval. He had himself studied with several of the most renowned and gifted scholars of the early part of this century, Edward Anwyl at Aberystwyth, John Rhys at Oxford, Rudolf Thurneysen at Freiburg im Breisgau, and Joseph Loth and Joseph Vendryes at the Sorbonne in Paris. He was one of the great scholarly and cultural heroes of my boyhood days and of my youth, a truly renowned scholar, literary figure and critic. His teaching days in the Department of Welsh at the University College of Wales at Aberystwyth spanned five decades, from 1914 to 1952 (he held the Chair of Welsh there with great distinction from 1920 to 1952). I treasure the memory of having been a member of a large post-war first year undergraduate class in his Department as long ago as 1947.

Impact ◽  
2019 ◽  
Vol 2019 (10) ◽  
pp. 18-20
Author(s):  
Akimichi Takemura

Shiga University opened the first data science faculty in Japan in April 2017. Beginning with an undergraduate class of 100 students, the Department has since established a Master's degree programme with 20 students in each annual intake. This is the first data science faculty in Japan and the University intends to retain this leading position, the Department is well-placed to do so. The faculty closely monitors international trends concerning data science and Artificial Intelligence (AI) and adapt its education and research accordingly. The genesis of this department marks a change in Japan's attitudes towards dealing with information and reflects a wider, global understanding of the need for further research in this area. Shiga University's Data Science department seeks to produce well-trained data scientists who demonstrate a good balance of knowledge and skills in each of the three key areas of data science.


2015 ◽  
Vol 45 (4) ◽  
pp. 298-321
Author(s):  
J Paul Grayson

Teaching evaluations have become part of life on Canadian campuses; however, there is no agreement among researchers as to their validity. In this article, comparisons were made between first- and third-year collective evaluations of professors’ performance at the University of British Columbia, York University, and McGill University. Overall, it was found that students who provided low evaluations in their first year were also likely to do so in their third year. This effect held independent of degree of campus engagement, sex, student status (domestic or international), and generational status (students who were the first in their families to attend university, compared to those who were not). Given that over the course of their studies, students likely would have been exposed to a range of different behaviours on the part of their professors, it is argued that the propensity of a large number of students to give consistently low evaluations was a form of “habitual behaviour.”  


1991 ◽  
Vol 1 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Teresa Dowling

Because of differences between and within second-level schools in the length of the curriculum offered to pupils, and because of the differing usage of extra tutoring outside of schools by pupils themselves, entrants to universities show considerable diversity in the quantity of second-level schooling they have received. This paper analyses first-year students in University College, Cork, in 1989 to examine this diversity and its links with social class and with patterns of faculty enrolment within the university. It concludes that inequalities in the quantity of second-level schooling received parallel other inequalities in the Irish education system and so intensify the inegalitarian nature of that system.


1988 ◽  
Vol 81 (1) ◽  
pp. 11-14
Author(s):  
Bert K. Waits ◽  
Franklin Demana

It is well known that students needing remedial mathematics when they enter colleges and universities are at serious risk. Only about one-third of the students with remedial mathematics placement actually graduate (Demana and Waits, n.d.). Further, those who do graduate, do so in a limited number of areas that require little or no mathematics. Graduation rates and career choices depend heavily on the mathematics skills students possess upon entering the university. College programs in engineering and scientific areas are essentially out of reach for students who enter the university needing remedial mathematics


2018 ◽  
Vol 1 (2) ◽  
pp. 105-121
Author(s):  
Cristian Ortega Bustos Ortega Bustos ◽  
Anais Aluicio González ◽  
Edith Jorquera Muñoz

La presente investigación tuvo por objetivo explorar las representaciones que tienen docentes universitarios de la universidad UNIACC respecto de la deserción de los estudiantes de primer año que cursan estudios en modalidad semipresencial. Se realizó un estudio cualitativo de corte transversal con alcance exploratorio a través de cuatro entrevistas. Para el análisis de los datos se utilizaron los procedimientos propuestos por la Grounded Theory. Los resultados muestran cuatro categorías descriptivas y dos categorías relaciones que permiten aproximarse a las representaciones que tienen los docentes universitarios respecto a la deserción universitaria. Se discute acerca de la desmotivación y la frustración que pueden llegar a experimentar los estudiantes como elementos comprensivos del fenómeno y se proponen reflexiones para abordarla. The aim of this research was to explore the representations of university professors from the UNIACC University regarding the phenomenon of the desertion of first-year students who study b-learning. A qualitative cross-sectional study with exploratory scope was conducted, with a total of four interviews. The analysis of the data was performed according to the procedures proposed by the Grounded Theory. The results show four descriptive categories and two categories that permit to approximate the representations that the university teachers have regarding the university dropout. There is a discussion about the demotivation and frustration that students can experience as comprehensive elements of the phenomenon, and reflections are proposed to address it.


2021 ◽  
pp. 2150008
Author(s):  
FLORENCE W. YANG

After President Xi Jinping came to office, the Chinese government tightened its ideological control over establishment intellectuals and particularly the university teachers. This project aims to answer the question of why and when an authoritarian state chooses to do so. It focuses on the CCP’s policy toward establishment intellectuals under Xi and explores the most applicable explanation for this policy shift. Based on the existing literature on the cyclical model of state-intellectual relations in China, we propose a new model of “Dual Methods in State-Intellectual Relations.” The model demonstrates that the CCP has employed dual methods of repression and co-optation on intellectuals adopting different roles. Leaders choose repression when they perceive that the legitimacy of their rule is challenged externally or internally by criticism and collective actions led by intellectuals. In this case, the goal of repression is to either set up a new “red line” or warn intellectuals that they have crossed it.


2021 ◽  
Author(s):  
◽  
B.A. Hulley

<p>I am Sisyphus and architecture is my boulder. For those who are not already familiar, Sisyphus is the Greek mythological king of Ephyra. However, he is perhaps most well-known for his unique, boulder-rolling, fate. As punishment for deceitfulness, Sisyphus was condemned to a life in which he was to roll an immense boulder up a hill, only to watch it roll back down again; he was to repeat this task for eternity (Homer, Odyssey, XI.593). At the beginning of the final year of my architecture master’s degree, I felt much like I imagine Sisyphus to feel as he walks back down the hill to begin his task once more. Another year at university pushing another piece of architecture up the hill of hopeless, sure to be lost to interpretation, meaning - something with which many contemporaries, and architectural critics seem to have become mildly obsessed. This incessant striving for meaning is reinforced through the typical university design project’s marking schedule. It is common a student must prove that his or her design is meaningful, and was not merely plucked from their imagination. Often, according to these marking schedules, a ‘good’ design must have undergone numerous conceptual iterations (methodology), have included a range of theoretical and practical influences (context) and be something that no-one has seen before (originality). Other than undermining a student’s confidence in his or her own imaginative creativity and the value of creativity alone, this demonstrates the level of the contemporary architectural critics’ obsession with meaning. It is this hopeless push back up the hill of meaning that we now too often call design. This phenomenon can also be observed outside of the university walls. A fine example is Le Corbusier’s Villa Savoye which, though no longer contemporary, is still undoubtedly relevant due to its lingering influence and fame. I will also admit that I would certainly be lying if I said that provocation has had no effect on my selection; I find it serves as a useful tool in point making. Regardless, Villa Savoye is a landmark of hopeless intended meaning. Corbusier’s five points of architecture are indicative of the meaning he had hoped to convey through this building: an original expression and glorification of the Modern (Western) context of living (Corbusier, 1986). This is all fine and well, and yes it is true that one can recognise this expression in the architecture once it has been explained. In fact, I have no doubt that some uninformed observers may even realise that the semicircular path of the Villa Savoye’s driveway is exactly the turning radius of a 1927 Citroën automobile. However even of those impressive few who do, even fewer will recognise this as a design strategy to aid in the celebration of the industrial phenomena of the automobile. The building’s context, originality and methodology, its meaning, have undeniably been lost to interpretation - a fate shared by all attempts to portray and interpret meaning in architecture. So is it sensible to strive for meaning so passionately? A remarkably similar question was identified by a number of post-war philosophers who, spurred by the atrocities and revelations of war, went on to become the pioneers of movements which now collectively fit under the heading Existentialism. Questions around the conditions of existence, and whether any human can experience true meaning within the apparent meaninglessness of our universe, began to be considered (Solomon, 1974). Within this, the theory of Absurdism arose from the identification of the paradoxical act of an individual’s hopeless attempt to determine meaning within a meaningless existence; that being the Absurd Act. The similarities are, I hope, apparent, as it is the identification of this similarity that initiated this thesis. Just as individuals seek meaning in their existence, they seek meaning in their architecture. And both can undeniably be considered Absurd Acts due to the limitations of perception and interpretation. I need to explain Absurdism in more depth, and I do so in the following chapter, but what needs to be understood for now is that, according to the Absurdist theory, no individuals will find true meaning in their meaningless universe, or in their architecture. Assuming you too refuse to accept this bleak outlook, we must ask a question of architecture, and existence also. How can its meaning be validated? The clues to a solution lie in the discussions of Absurdism; and it is the findings and explanations of Albert Camus that will pave the path that I will follow in the establishment of architecture within the paradox of meaninglessness.</p>


2021 ◽  
Author(s):  
◽  
B.A. Hulley

<p>I am Sisyphus and architecture is my boulder. For those who are not already familiar, Sisyphus is the Greek mythological king of Ephyra. However, he is perhaps most well-known for his unique, boulder-rolling, fate. As punishment for deceitfulness, Sisyphus was condemned to a life in which he was to roll an immense boulder up a hill, only to watch it roll back down again; he was to repeat this task for eternity (Homer, Odyssey, XI.593). At the beginning of the final year of my architecture master’s degree, I felt much like I imagine Sisyphus to feel as he walks back down the hill to begin his task once more. Another year at university pushing another piece of architecture up the hill of hopeless, sure to be lost to interpretation, meaning - something with which many contemporaries, and architectural critics seem to have become mildly obsessed. This incessant striving for meaning is reinforced through the typical university design project’s marking schedule. It is common a student must prove that his or her design is meaningful, and was not merely plucked from their imagination. Often, according to these marking schedules, a ‘good’ design must have undergone numerous conceptual iterations (methodology), have included a range of theoretical and practical influences (context) and be something that no-one has seen before (originality). Other than undermining a student’s confidence in his or her own imaginative creativity and the value of creativity alone, this demonstrates the level of the contemporary architectural critics’ obsession with meaning. It is this hopeless push back up the hill of meaning that we now too often call design. This phenomenon can also be observed outside of the university walls. A fine example is Le Corbusier’s Villa Savoye which, though no longer contemporary, is still undoubtedly relevant due to its lingering influence and fame. I will also admit that I would certainly be lying if I said that provocation has had no effect on my selection; I find it serves as a useful tool in point making. Regardless, Villa Savoye is a landmark of hopeless intended meaning. Corbusier’s five points of architecture are indicative of the meaning he had hoped to convey through this building: an original expression and glorification of the Modern (Western) context of living (Corbusier, 1986). This is all fine and well, and yes it is true that one can recognise this expression in the architecture once it has been explained. In fact, I have no doubt that some uninformed observers may even realise that the semicircular path of the Villa Savoye’s driveway is exactly the turning radius of a 1927 Citroën automobile. However even of those impressive few who do, even fewer will recognise this as a design strategy to aid in the celebration of the industrial phenomena of the automobile. The building’s context, originality and methodology, its meaning, have undeniably been lost to interpretation - a fate shared by all attempts to portray and interpret meaning in architecture. So is it sensible to strive for meaning so passionately? A remarkably similar question was identified by a number of post-war philosophers who, spurred by the atrocities and revelations of war, went on to become the pioneers of movements which now collectively fit under the heading Existentialism. Questions around the conditions of existence, and whether any human can experience true meaning within the apparent meaninglessness of our universe, began to be considered (Solomon, 1974). Within this, the theory of Absurdism arose from the identification of the paradoxical act of an individual’s hopeless attempt to determine meaning within a meaningless existence; that being the Absurd Act. The similarities are, I hope, apparent, as it is the identification of this similarity that initiated this thesis. Just as individuals seek meaning in their existence, they seek meaning in their architecture. And both can undeniably be considered Absurd Acts due to the limitations of perception and interpretation. I need to explain Absurdism in more depth, and I do so in the following chapter, but what needs to be understood for now is that, according to the Absurdist theory, no individuals will find true meaning in their meaningless universe, or in their architecture. Assuming you too refuse to accept this bleak outlook, we must ask a question of architecture, and existence also. How can its meaning be validated? The clues to a solution lie in the discussions of Absurdism; and it is the findings and explanations of Albert Camus that will pave the path that I will follow in the establishment of architecture within the paradox of meaninglessness.</p>


2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.


1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.


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