scholarly journals Teaching Titus Andronicus in Contemporary India

2019 ◽  
Vol 113 ◽  
pp. 89-90
Author(s):  
Anna Kurian

Graduate students at the University of Hyderabad relate “the way women were narrated into and out of being” in this text to life in their own time and place.

2019 ◽  
Vol 42 (3) ◽  
pp. 197-220
Author(s):  
Simoni Iliadi ◽  
Kostas Theologou ◽  
Spyridon Stelios ◽  

Philosophy courses help students develop logical reasoning and argument skills or so it is widely assumed. To test if this is actually the case, we examined university students’ familiarity with the basic tools for argument. Our findings, based on a sample of 651 students enrolled in philosophy courses at six Greek universities, indicate that students who have prior experience with philosophy are more familiar with the basic tools for argument, and that students who have taken philosophy courses at the university have stronger argument-recognition and argument-evaluation skills compared to university students with no prior experience with philosophy. Moreover, our findings suggest that students get more familiar with the basic tools for argument as their level of engagement with philosophy increases, and that they get significantly better at evaluating arguments when they become graduate students in philosophy. However, our findings also suggest that the majority of students in philosophy classrooms haven’t developed fluency in (at least some) basic argument-related concepts and skills. To remedy this, we argue that philosophy instructors need to re-think (a) the place that the teaching of argument has in philosophy courses, and (b) the way that they teach students about argument.


2020 ◽  
pp. 120-123
Author(s):  
derrika l. hunt

I wrote the message below as a love letter, a litany for survival, and a requiem for love. Perhaps it is a bricolage of words trying to imagine what it means to convene in the arc, what it means to honor black and sacred sites of revelation. And so I wrote this kaleidoscope of words to fellow graduate students and colleagues during a time of deep crisis. I wrote this because many of us were and still are hurting as we expected the university, a place I have always been told was a site of refuge, to tend to our wounds. Instead, the university, this place that has been constructed as a place of healing, exacerbated already gaping wounds. It was in this crisis that I came to realize that the university is not what I always thought it was, but we, black women, can, and always do turn destruction into something beautiful. Convening in the Ark for me in this context, at this moment means writing as an act of revelation. In that sense, the university is a burial ground of sorts in the way it resembles the holding cell, and all the ways it reproduces the logics of death. I conjure all the ways my foremothers have reclaimed, reimagined, reconfigured, remade this space. I remember all the ways we have turned a burial ground into a garden. Here is an homage to the legacy of growing, cultivating, and making in the site of destruction. Here is a reminder to myself and others that the project of the university was never to love us, it was never designed to be the place for us to find the care and hope we are yearning for. But with our bare hands, we make bloom otherwise.


2017 ◽  
Vol 7 (2) ◽  
pp. 168-178
Author(s):  
Maria Eliophotou Menon ◽  
Anastasia Athanasoula-Reppa

Purpose The purpose of this paper is to investigate the problems faced by unemployed and underemployed graduate students in a small European country. It focusses on the way young people adjust to unemployment and underemployment and on the specific strategies they use to enhance their employability. Various aspects of these strategies as they relate to student decision making and analysis are discussed. The role of new skills and competencies in managing graduate unemployment is examined. Design/methodology/approach Qualitative research was conducted with 15 graduate students of the Education Department of the University of Cyprus. In-depth interviews and focus-group interviews were used to collect data. Findings The results indicate that the main strategy used by respondents in order to enhance their prospects of employment is the acquisition of additional skills and competencies. A secondary strategy is the pursuit of employment opportunities abroad. Student decisions and perspectives appear to be optimistic, partially rational, placed within a short-term horizon and influenced by the belief in the investment value of education. Research limitations/implications The findings are qualitative and cannot be considered to be representative of the population. However, they allow an in-depth analysis of the way a group of students experiences and manages unemployment and underemployment. Originality/value The way young people deal with unemployment and underemployment has not been investigated in many studies, especially in relation to the degree to which graduates formulate specific strategies in order to manage the transition from the university to the world of work. Students’ and graduates’ perceptions regarding the association between skills and employment can provide the basis for more informed planning and policy making in higher education.


2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.


2016 ◽  
Vol 54 (2) ◽  
pp. 589-591

Dimitrios Diamantaras of Temple University reviews “An Introduction to the Theory of Mechanism Design,” by Tilman Börgers. The Econlit abstract of this book begins: “Presents explanations of classic results in the theory of mechanism design and examines the frontiers of research in mechanism design in a text written for advanced undergraduate and graduate students of economics who have a good understanding of game theory. Discusses screening; examples of Bayesian mechanism design; examples of dominant strategy mechanisms; incentive compatibility; Bayesian mechanism design; dominant strategy mechanisms; nontransferable utility; informational interdependence; robust mechanism design; and dynamic mechanism design. Börgers is Samuel Zell Professor of the Economics of Risk at the University of Michigan.”


2020 ◽  
Vol 36 (4) ◽  
pp. 369-383
Author(s):  
Rachel Clements ◽  
Sarah Frankcom

Sarah Frankcom worked at the Royal Exchange Theatre in Manchester between 2000 and 2019, and was the venue’s first sole Artistic Director from 2014. In this interview conducted in summer 2019, she discusses her time at the theatre and what she has learned from leading a major cultural organization and working with it. She reflects on a number of her own productions at this institution, including Hamlet, The Skriker, Our Town, and Death of a Salesman, and discusses the way the theatre world has changed since the beginning of her career as she looks forward to being the director of LAMDA. Rachel Clements lectures on theatre at the University of Manchester. She has published on playwrights Caryl Churchill and Martin Crimp, among others, and has edited Methuen student editions of Lucy Prebble’s Enron and Joe Penhall’s Blue/Orange. She is Book Reviews editor of NTQ.


1990 ◽  
Vol 105 ◽  
pp. 76-80
Author(s):  
R. Robert Robbins

The undergraduate program at the University of Texas has grown into the largest astronomy teaching program in the world, with some 7000 students per year (almost 20,000 credit hours). The department has 22.5 Ph.D.-level teaching faculty, about 45 graduate students, and about 40 pre-professional undergraduate majors. But most of the enrollment is in courses that satisfy the science requirements of students in liberal arts and non-technical majors. In 1985–86, 96.4 per cent of our undergraduate credit hours taught were in such classes. It is instructive to examine the historical reasons for our growth and its educational consequences, and to draw some conclusions from both for other programs.


Author(s):  
John D. Evans ◽  
Christopher Bang

The authors introduce the EFAB™ manufacturing process originally invented at the University of Southern California and currently being commercialized by MEMGen Corporation. They discuss its significant recent evolution as an alternative to conventional microdevice manufacturing technologies, suggest a range of geometries and applications that are enabled by this process, and develop the case that EFAB represents a fundamental shift in the way the microdevices are manufactured.


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