scholarly journals Revealing Hidden Spatial Attributes

2019 ◽  
pp. 234-239
Author(s):  
Andreas Savvides ◽  
Spyros Spyrou ◽  
Teresa Tourvas
Keyword(s):  
New York ◽  
Collaborative Design ◽  
First Semester ◽  
The Public ◽  
Jane Jacobs ◽  
Greenwich Village ◽  
City Space ◽  
Spatial Attributes ◽  
Second Year ◽  
The University

The premise of the studio, the discovering and mapping of aspects of ‘hidden’ spatial publicness as a primer for the collaborative design of shared collective space in the public domain, as this is framed by individual addition based on a consensus proposal by students of the first semester, second year students at the Department of Architecture of the University of Cyprus, emanates from a number of readings and references that set the pedagogical framework for this design exercise. One such reference comes from Jane Jacobs’ description of the qualities of living in lively cities and she is basing those observations from her personal experience living in Greenwich Village in New York City. Her observation that ‘cities were no longer being built as agglomerations of city space and buildings, but rather, as individual buildings,’ finds resonance with our pedagogical mandate that quality public collective space, which is often hidden, can be the result of happenstance, but also the result of deliberately executing a collaborative strategy where individual building proposals are also subordinated by the collective design of the space between the buildings.

INHERITING THE WIND: A PERSONAL VIEW OF THE CURRENT CRISIS IN THEATRE HIGHER EDUCATION IN NEW YORK

2011 ◽  
Vol 52 (1) ◽  
pp. 117-123 ◽  
Author(s):  
Marvin Carlson
Keyword(s):  
New York ◽  
New York State ◽  
Central Position ◽  
State University ◽  
Personal View ◽  
Current Crisis ◽  
American Theatre ◽  
Cornell University ◽  
The Public ◽  
The University

It is no secret, unhappily, that the study of theatre in the colleges and universities of this country is a discipline under siege, but the severity of the problems received strong confirmation in New York State this fall when two of the most distinguished and long-established (over a century in both cases) programs in the country were, with little warning, faced with draconian cuts or outright extinction. The fact that one, the state University of Albany, was the flagship school of the public system, and the other, Cornell University, was one of the state's most distinguished private institutions, suggests the scope and impact of these actions. At Albany, four other programs are being terminated along with theatre—Classics, Russian, Spanish, and French—while at Cornell the extent of the severe cuts imposed on the theatre program—almost a quarter of the total budget of the department (which also shelters dance and film)—are being suffered by no other program in the university. The prominence of these two schools in a state that has long claimed a central position in American theatre makes them particularly significant symbolically of a discipline in crisis, and this has impelled me to engage in serious and sometimes painful reflections on that discipline, the basis of the present essay.

Brought on the Feels: A roundtable debrief of the public art project, We They

2019 ◽  
Vol 8 (2) ◽  
pp. 105-138
Author(s):  
Pato Hebert ◽  
Anooj Bhandari ◽  
Leesa Tabrizi ◽  
Sol De La Ciudad ‘Patches’ ◽  
Ky’Naisha (Nene) Severe
Keyword(s):  
New York ◽  
Urban Space ◽  
Public Art ◽  
Transformative Pedagogy ◽  
Youth Services ◽  
New York University ◽  
Queer Youth ◽  
The Public ◽  
Greenwich Village ◽  
Learning Institutions

We They was a public art project created by staff and young people from queer youth services organization Hetrick-Martin Institute (HMI)<xref ref-type="fn" rid="fn0001">1</xref> in collaboration with a faculty member, alumnus, undergraduate and graduate students from New York University (NYU)<xref ref-type="fn" rid="fn0002">2</xref>. HMI and NYU are two different kinds of learning institutions located a mere block apart in New York City’s Greenwich Village neighbourhood. In the following roundtable discussion, project collaborators discuss their experiences working on the project and how the resulting artwork impacted them. Their discussion addresses themes such as transformative pedagogy, photographic portraiture; young queer people of colour, activating urban space and trust.

scholarly journals Vocational- Education Students' Attitudes towards Their Academic Specialization in Jordan

2021 ◽  
Vol 16 (3) ◽  
pp. 10-24
Author(s):  
Mohammad Omar Al-Momani ◽  
Keyword(s):  
Vocational Education ◽  
Education Students ◽  
First Semester ◽  
Descriptive Approach ◽  
Second Year ◽  
Students Attitudes ◽  
The University ◽  
Academic Year ◽  
Study Plan ◽  
Academic Specialization

The aim of the study was to identify the attitudes of vocational education students at Al-Balqa Applied University towards enrollment in their academic specialization from their perception, relating them to variables such as gender, the student’s academic year, and academic rating. A descriptive approach was used with a questionnaire which comprised 33 items that measured the students' attitudes towards the vocational education specialization. The study comprised 221 male and female students to whom the questionnaire was distributed in the first semester of the academic year 2019-2020. The study found that the students' attitudes towards the vocational education specialization for the instrument as a whole were positive: 24 items obtained positive attitude scores and 9 items showed an average attitude. It was found that there were no statistically significant differences among vocational-education students’ attitudes towards their enrollment in their academic specialization in terms of the study variables: gender; the student’s academic year (first and second year, third and fourth year); or academic rating (acceptable, good, very good, and excellent). It was also found that there were no statistically significant differences among the vocational education students' attitudes towards their enrollment in their academic specialization. These differences are attributed to the study variables: gender, academic year, and academic rating. It is recommended that: the study plan should be developed to be more comprehensive, and incorporates a diversity of experiences, knowledge, and activities to achieve differentiation of the student's personality. This requires the university and the college to provide diverse and flexible activities to suit the characteristics of students in light of the principles of respecting, meeting and satisfying their inclinations and desires.

scholarly journals The Lonely Book by K. Bernheimer

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Robert Desmarais
Keyword(s):  
New York ◽  
Book History ◽  
Picture Book ◽  
English Literature ◽  
Public Library ◽  
University Of Alberta ◽  
The Public ◽  
Special Collections ◽  
Information Studies ◽  
The University

Bernheimer, Kate. The Lonely Book. Illus. Chris Sheban. New York: Random House, 2012. Print.This charming story about a well-loved book will not easily be forgotten. It’s the sort of picture book I would have loved to discover during my childhood visits to the public library. The tale begins in a classic fairytale style, “Once there was a brand-new book that arrived at the library.” As the story unfolds, young readers learn all sorts of details about the inner workings of a public library, including the custom that many of the newest books are placed on a special shelf in a high traffic area.The “lonely book” of this story initially had a popular and fulfilling life on the new book shelf but eventually it is relegated to the children’s section, along with countless other well-loved titles. Years pass, the book becomes a little tattered and worn, and is now checked out all too infrequently. Then, one morning, a little girl named Alice discovers it and falls in love with the story about the girl and her life under a toadstool, and so she takes it home. “The book had never felt so beloved.” Readers will discover how lonely it becomes when Alice forgets to renew her old book, and especially so when it begins a new life in the library’s storage basement. In time, Alice longs for her favourite book and despairs that she may never see it again. The story ends on a cheerful note, however, when Alice is reunited with her once cherished book at the library’s big book sale.For those of us who understand what it is like to cherish a book from our childhood, this book will bring back fond memories. The soft watercolour illustrations complement the story beautifully and they evoke a magical time when children fall in love with books, read them late into the night, fall asleep with them under their pillows, and dream sweet dreams about favourite characters and events.Highly recommended: 4 out of 4 starsReviewer: Robert DesmaraisRobert Desmarais is Head of Special Collections at the University of Alberta and Managing Editor of The Deakin Review of Children’s Literature. A graduate of the University of Toronto’s Faculty of Information Studies, with a Book History and Print Culture designation, he also has university degrees in English literature and publishing. He has been collecting and enjoying children’s books for as long as he can remember.

scholarly journals LEARNING FROM THE INTEGRATED CURRICULUM APPROACH: STUDENT REFLECTIONS DURING AND AFTER THEIR EXPERIENCE

2020 ◽  
Author(s):  
Yani Jazayeri ◽  
Robyn Paul ◽  
Laleh Behjat ◽  
Mike Potter
Keyword(s):  
Learning Strategies ◽  
Integrated Curriculum ◽  
Self Determination Theory ◽  
First Semester ◽  
University Of Calgary ◽  
Traditional Format ◽  
Second Year ◽  
The University ◽  
Authentic Learning Experiences ◽  
Student Reflections

At the University of Calgary, we piloted an integrated curriculum approach in second-year electrical engineering. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. To improve students’ learning strategies, they were asked to reflect weekly on their learning during the program (Winter 2019: Jan-Apr), and during their first semester of third-year, which was run in the traditional format (Fall 2019: Sep-Dec). Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the student learning and motivation throughout the program. There were 11 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

scholarly journals Mazrui and His Critics

2005 ◽  
Vol 22 (2) ◽  
pp. 87-89
Author(s):  
Paul Banahene Adjei
Keyword(s):  
New York ◽  
State University ◽  
The West ◽  
Africana Studies ◽  
The Public ◽  
Senior Scholar ◽  
Howard University ◽  
Television Documentary ◽  
The University ◽  
Original Thinker

This work is a review essay of two books: Africanity Redefined: CollectedEssays of Ali A. Mazrui, edited by Ali Alamin Mazrui, Ricardo ReneLaremont, Tracia Leacock Seghatolislami, Michael A. Toler, and FouadKalouche (Africa World Press: 2002) and Governace and Leadership:Debating the African Condition: Ali Mazrui and His Critics, edited byAlamin M. Mazrui and Willy Mutunga (Africa World Press: 2003) Theseare the first two volumes in a three-volume work dealing with the correspondenceamong Ali Mazrui and his opponents, as well as his supporters,on issues relating to Africa.Mazrui, a Kenyan scholar, is currently Albert Schweitzer professor inhumanities and director of the Institute of Global Cultural Studies, BinghamtonUniversity, State University of New York. An Oxford scholar, he isalso Albert Luthuli professor-at-large in humanities and development studiesat the University of Jos, Nigeria, as well as Andrew D. White professorat-large emeritus and senior scholar in Africana studies at CornellUniversity (www.islamonline.net). In addition, he has authored many publicationsand television and radio documentaries. Perhaps his best-knownwork in the West is his BBC radio and television documentary series “TheAfricans,” which was co-produced by the BBC and the public televisionstation WETA.Writing on Mazrui, Sulayman Nyang of Howard University states:Ali Mazrui is a controversial but independent and original thinker. He isa master word-monger and certainly does not belong to that class of menwho lament that words fail them. …It is because of his conjurer’s abilityto negotiate between the realm of serious issues and the province of ...

The First-Year Seminar: A Program Evaluation of Students’ Public-Affairs Awareness

2019 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Cultural Competence ◽  
Community Engagement ◽  
Ethical Leadership ◽  
Public Affairs ◽  
First Year ◽  
State University ◽  
First Semester ◽  
The Public ◽  
The University ◽  
First Year Seminar

Similar to the public-welfare aim of many universities, Missouri State University (MSU) was granted a specific statewide public affairs mission in 1995 comprising three pillars: community engagement, cultural competence, and ethical leadership. Since the implementation of this mission, the university has engaged in various efforts to promote and foster public-affairs awareness among students, including through its first-year seminar (FYS). This article details a study conducted to evaluate the effectiveness of the FYS in enhancing students’ public-affairs awareness. The researchers solicited input from students in the first and last weeks of their first semester at MSU using the Public Affairs Scale–Short Survey (PAS-SS) as well as other questions. The study sample consisted of 540 students who completed both the pre- and post-surveys. The researchers found that students’ public-affairs awareness in the cultural competence domain increased during the FYS program, but not in community engagement or ethical leadership. Additionally, there were significant differences in public-affairs awareness over time between first-generation students enrolled in specialized sections and those who were not. No significant differences were found in public-affairs awareness between faculty- and staff-taught sections or between sections with a peer leader and those without. The article concludes with a brief discussion of the study findings and a consideration of implications for future practice.

Short-Term Effects of Early Programming for the Young Gifted Handicapped Child

1983 ◽  
Vol 50 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Merle B. Karnes ◽  
Allan M. Shwedel ◽  
George F. Lewis
Keyword(s):  
New York ◽  
Gifted And Talented ◽  
Task Persistence ◽  
Short Term ◽  
Significant Treatment ◽  
University Of Illinois ◽  
Demonstration Site ◽  
Replication Sites ◽  
Second Year ◽  
The University

RAPYHT (Retrieval and Acceleration of Promising Young Handicapped and Talented), a model program for gifted and talented handicapped preschool children developed at the University of Illinois, has been serving young children since 1975. Evidence regarding short term benefits of this program is presented. Child progress data were obtained from the RAPYHT demonstration site at the University of Illinois and from two second-year replication sites (New York and Florida). Statistically significant pre- versus post-program gains were observed in talent-area functioning, creativity, self-esteem, and school-related task persistence. Significant treatment effects, further documented through regression-discontinuity analysis to compare performance of children who received RAPYHT intervention with a comparison group of children who did not qualify for the program, were found for talent-area functioning, creative functioning, and school-related task performance.

scholarly journals Charles Wagley: mentor and colleague

2014 ◽  
Vol 9 (3) ◽  
pp. 637-643
Author(s):  
Maxine L. Margolis
Keyword(s):  
New York ◽  
Field Research ◽  
The United States ◽  
Economic Consequences ◽  
Columbia University ◽  
First Semester ◽  
Subsequent Research ◽  
Coffee Cultivation ◽  
The University ◽  
The Impact

Professor Charles Wagley was my mentor at Columbia University, my colleague at the University of Florida and a dear friend. His influence on me can be summarized in one word: Brazil. From the time I took his course, "Peoples of Brazil", as a first semester graduate student at Columbia I was captivated and most of my subsequent field research and publications have had Brazilian themes. Under Dr. Wagley's direction I did field research for my dissertation in the coffee region of northern Paraná and focused on the shift from coffee cultivation to cattle ranching and the social and economic consequences of that change. My subsequent research in the area involved the impact of frost on this shift in economic base as well as one of its results: the flight of poor Brazilians to Paraguay. Then starting in the late 1980s my research shifted and I began focusing on Brazilian immigrants in New York City. This was part of a growing movement of Brazilians arriving in New York, elsewhere in the United States and in Europe and Japan. Since then most of my subsequent research and publications have been on this new wave of international migrants

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