Intellectual Training Research Articles

Antecedentes clásicos en la estética musical de Rodrigo Sánchez de Arévalo: Vergel de los príncipes

This paper collects, locates and analyzes exhaustively all the classical sources used by Rodrigo Sánchez de Arévalo in the musical aesthetics of his treatise Vergel de lospríncipes, dedicated to the King Henry IV of Castille. This handbook is structured in three sections, of which the latter, composed by twelves “excellencias”, focuses on music, a funda-mental discipline for the character and intellectual training of every prince, in addition to the exercise of weapons and hunting. The eminent humanist makes numerous references to Greek philosophers - Pythagoras, Plato, Aristotle - and St. Augustine, who are joined by Boethius and Guido of Arezzo, the great representative of medieval musical theory.

ИНТЕЛЛЕКТУАЛЬНЫЕ ОБУЧАЮЩИЕ СИСТЕМЫ

The article analyses existing types of intellectual training systems that were made for the purpose of application in specific professional fields, and a conclusion on the results of a comparison of systems is given. The components of which intellectual learning systems are composed, as well as the principles of their construction, are considered. It is a question of the composition and assignment of classes of intellectual training systems. The information on the current stage of these systems’development, the methods of their intellectualization are presented. The example of an intellectual training system is given, its characteristics and mode of work are given.

A View of Women's Studies from Afar and Near

396 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. Lisa Rofel A View of Women’s Studies from Afar and Near As a member of the editorial collective of Feminist Studies, I have had the pleasure of reading the submissions to this special issue on the state of women’s, gender, feminist, and sexuality (WGFS) studies programs . All the accepted articles highlight why WGFS studies programs have been, and continue to be, a vital part of intellectual training in US academies. I read the submissions from a particular perspective: that of having been trained in a discipline I happen to love, cultural anthropology , and at the same time always having been a feminist scholar within my discipline. When I was deciding which PhD program to enter, feminist anthropology was beginning to garner much attention. Along with feminist historians, feminist anthropologists were not only trying to include women in the picture, but were asking instead how attention to gender transforms the big questions about politics, social relations, and cultural meanings. This feminist approach would forever change how anthropologists analyze culture and power. Since I was both a feminist and an anti-imperialist activist, anthropology felt like the right discipline to choose. That might seem like a strange juxtaposition—anti-imperialism and anthropology—for those not familiar with the history of the discipline. When I entered graduate school, some anthropologists had already begun the self-critique of the discipline and its collusions with colonialism. As I moved through my graduate program, I was part of the creative efforts to figure out what kind of anthropology we could Lisa Rofel 397 foster that would be anti-colonial as well as post-colonial. It was a heady and exciting time to experience how we could develop a critique of culture and power. Reading over the submissions for this special issue, I was reminded of feeling troubled by those students in interdisciplinary programs (and not just from WGFS studies programs) who approach faculty in conventional disciplines only for training in methods. Frankly, I am very tired of being treated this way. In my discipline, methods are tied to the kinds of theoretical questions someone wants to ask. Texts that explain, for example, how to do an oral life history demonstrate how the method is tied to analytical/political questions. One of the best texts in this vein is Sherna Gluck and Daphne Patai’s Women’s Words: The Feminist Practice of Oral History.1 We never train our students merely in how to engage in participant-observation or how to conduct an interview, but rather how to think analytically about what the student wants to ask in the first place. For example, one of the graduate students I work with, Kali Rubaii, just finished her PhD dissertation, “Counterinsurgency and the Ethical Life of Material Things in Iraq’s Anbar Province,” for which she also did analogous research in the Palestinian territories. In such conditions , one has to think very carefully about how one works with—rather than does research on—the people whose horrendous living conditions (thanks to US imperialism) under what Rubaii calls “less-than-lethal counterinsurgency” matter a great deal for the rest of us to understand.2 Rather than interview them or do something called participant-observation , Rubaii did what she calls “transhumant ethnography,” which meant she decided that ethically she had to live through everything that her interlocutors were living through, including constantly moving from one unsafe or only temporarily safe place to another. Rubaii’s work, as an example, reminds us that methods are inextricably linked with the power dynamics infusing the worlds we study. In addition to the matter of methods, I am concerned about a problematic assumption that what distinguishes and even defines WGFS 1. Sherna Berger Gluck and Daphne Patai, Women’s Words: The Feminist Practice of Oral History (New York: Routledge, 2013). 2. Kali Rubaii, Counterinsurgency and the Ethical Life of Material Things in Iraq’s Anbar Province (PhD dissertation, University of California, Santa Cruz, 2018). 398 Lisa Rofel studies programs is attention to power. This assumption reflects the need for students in interdisciplinary programs to learn more about the genealogy of the theoretical...

パーソナルファブリケーションを利用した知育デザインツール"UNI+FORM"の開発

パーソナルファブリケーションを利用した知育デザインツール"UNI+FORM"の開発

Tokindo S. Okada.

Tokindo S. Okada.

CONTENIDOS URBANÍSTICOS EN LA CARRERA DE ABOGACÍA DE LA UNIVERSIDAD NACIONAL DEL LITORAL (ARGENTINA, 1920-1948)

Resumen Los contenidos de urbanismo no fueron ampliamente tratados en los programas de Derecho en Argentina, sin conformar hoy el curriculum de la carrera. Sin embargo, en la Universidad Nacional del Litoral, en las primeras décadas del siglo 20, Alcides Greca, prototipo de intelectual urbanista, buscó desarrollar en el ámbito académico estos contenidos e, incluso, traducirlos en el currículum de enseñanza. El objetivo de este trabajo es presentar las relaciones entre Alcides Greca y otros actores involucrados en la enseñanza del urbanismo de la época (1920-1948), a fin de describir el impacto que dicha relación y formación intelectual tuvieron en la inclusión de estos contenidos en la carrera de Derecho.

Making the Foreign Past Real: Teaching and Assessing Middle Eastern History in Australia

Teaching modern Middle East history at the University of Melbourne raises problems of culture. Students are not generally acquainted with the Middle East and North Africa—even those whose families originate there—news coverage is patchy, and Australia is far away. Not all students are even arts students let alone history majors: our degree structure requires interdisciplinary study. The University is liberal about how to assess students, only requiring that during a twelve-week semester subject a student must write 4000 words. Within broad bounds, how teachers do this is up to them, although the Arts Faculty has a culture of avoiding unseen examinations. History major students are very accustomed to the “traditional” researched essay format, but it does not provide much variety of intellectual training; it is unfamiliar to non-Arts students; in classes that regularly number over 100 students, it is tiring and boring to assess; and large numbers of essays are freely available online. So I have introduced an assessment task to replace the standard researched essay. The purpose here is to describe an alternative approach to assessment and learning by using a simulation: in that sense the actual topic of the simulation is secondary. It concerns refugees, which is of course, a matter of vital current concern, but it is the reasoning behind the task that I hope is instructive.

Saint Vincent Ferrer, His World and Life: Religion and Society in Late Medieval Europe by Philip Daileader

Saint Vincent Ferrer, His World and Life: Religion and Society in Late Medieval Europe. By Philip Daileader. [The New Middle Ages Series]. (New York: Palgrave Macmillan. 2016. Pp. 282. $99.00. ISBN 978-1-137-54041-6.)The medieval Dominican saint Vincent Ferrer, who conducted a twenty-year preaching campaign throughout continental Europe and played a decisive role in contemporary ecclesiastical and political affairs, has long attracted scholarly attention, particularly in his native Iberia. Scholars have consequently produced a relatively large collection of edited primary sources by and about the saint as well as a plethora of geographically and topically specific studies about various aspects of the saint's activities and thought. What has been notably lacking from this wealth of published materials, however, has been a single cohesive and comprehensive survey of the charismatic preacher revealed by these sources. Philip Daileader's wellresearched study of Ferrer's life fills this scholarly lacuna.The monograph recreates the events of Ferrer's life and presents them chronologically, beginning with his childhood in plague-ridden Valencia, intellectual training in the Dominican Order, and his eventual ascent through the ecclesiastical hierarchy in the service of the Avignon papacy before turning to his preaching campaign. Daileader spends the majority of the study analyzing the complex social issues surrounding his preaching, which inspired enthralled audiences to act upon several issues important to the Dominican friar, namely, moral reform, the segregation of Jews, and acceptance of the Ferdinand of Castile as the Valencian monarch, ultimately linking these ideas to Ferrer's apocalyptic thought. Finally, Daileader argues that the saint left Iberia amidst waning popularity among Valencian audiences due to his involvement in the council of constance, which placed him between the Spanish monarch and the Valencian pope Benedict XIII, preaching in France until his death.It is, however, in the highly contextualized recreation of Ferrer's worldview, motivations, and intentions that this study particularly shines. Interpreting published sources by and about Ferrer through the lens of political, ecclesiastical, and intellectual history, Daileader vivifies long-standing historiographic debates about the extent of the friar's apocalyptic thought, intentions toward Jewish communities, and relationship to Iberian monarchs and Avignon popes. …

The Last Girl on Earth by Alexandra Blogier

Reviewed by: The Last Girl on Earth by Alexandra Blogier Kate Quealy-Gainer Blogier, Alexandra The Last Girl on Earth. Delacorte, 2017 [256p] Library ed. ISBN 978-0-399-55228-1 $20.99 Trade ed. ISBN 978-0-399-55227-4 $17.99 E-book ed. ISBN 978-0-399-55229-8 $10.99 Reviewed from galleys R Gr. 7-10 The Abdoloreans thought they killed all human life sixteen years ago when they took over Earth, but there's one survivor, a girl named Li. Li's adoptive Abdolorean father (a human sympathizer) has taken great pains to make sure no one knows the truth, fitting Li, now seventeen, with phony gills and making her endure grueling physical and intellectual training sessions to match Abdolorean strength and intelligence. Soon she'll be able to travel to other planets, where her humanity wouldn't endanger her the way it does on Earth, but then she meets Ryn, a beautiful Abdolorean boy who majorly complicates her feelings about her future. There is a quiet but constant thrum of tension in even the most mundane aspects of Li's daily life—hanging out with friends, answering a question in class, or accepting an invitation to a gala all risk the exposure of her identity, and readers will feel her fearful uncertainty with every decision she makes. Though the romance with Ryn is sweet and heated (Abdolorean teenagers apparently experience the same hormones as humans do), it's her relationship with her Abdolorean sister, Zo, that is the heart of this story. Their affectionate bond is especially poignant since Zo is well aware that keeping Li's secret has cost her friends and could potentially cost her life but who still very much looks up to Li as the big sister. This is an immersive and intriguing alien invasion story that focuses not on space battles but on relationships. KQG Copyright © 2017 Board of Trustees of the University of Illinois

El perfil de Andrea Pozzo como maestro de perspectiva

Resumen La influencia internacional del arquitecto, cuadraturista y constructor de aparatos efímeros Andrea Pozzo (1642-1709) se debió principalmente a la amplia difusión de su tratado Perspectiva Pictorum Architectorum (Roma 1693-1700). Pozzo ofrecía en estos volúmenes, además de los modelos perspectivos aprendidos de Vignola, Pietro Accolti y Jean Dubreuil, entre sus fuentes más evidentes, un método simplificado de creación personal. Su técnica estaba ideada para resolver cualquier representación de arquitectura desde diferentes puntos de vista utilizando solamente procedimientos gráficos que no implicaban ninguna operación matemática. El perfil como perspectivo de Andrea Pozzo se caracterizó por combinar la formación intelectual y técnica adquirida en las librerías de la Orden, con su experiencia como maestro de un desarrollado taller y una importante ambición artística que contrasta con otras publicaciones de su época presuntamente similares en función y contenido (como L'architettura civile ridotta a' metodo facile e breve de F. Eschinardi). La obra de Pozzo constituye el último estadio en la divulgación de la técnica perspectiva, a través de un plan docente fácilmente aplicable a cualquier ámbito de la arquitectura y la pintura, en el que confluyen la tradición óptico-perceptiva y el dominio geométrico-matemático.

Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership

PurposeThe purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability.Design/methodology/approachThe project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered.FindingsA formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability.Research limitations/implicationsHealth staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed.Practical implicationsWork-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula.Originality/valueThis project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

Digital artefacts to change the teacher’s practices

AbstractThe change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.

Evolution and Voices of Progressive Catholicism in the Age of the Scopes Trial

AbstractBelying assumptions about Catholics and science grounded in the old science-religion warfare model in the 1920s, two liberal Catholic intellectuals contributed in some important but overlooked ways to the discourse where prominent scientist-popularizers and other intellectuals constructed the public understanding of evolution and the Scopes Trial in the mid-1920s US. This article explores publicly-disseminated articles and archival correspondence between Catholics and non-Catholics on these topics, concluding that the manner in which the former supported evolution and opposed the Scopes prosecution may have unintentionally fostered scientism and religious modernism, rather than Catholicism, in the public square. Conditioned by their own Progressive-Era experiences and intellectual training, renowned liberal Catholics Fr. John A. Ryan, board member of the American Civil Liberties Union, and Michael Williams, editor ofCommonwealmagazine, framed their arguments directed at non-Catholic intellectual elites almost exclusively in social and biological science to the exclusion of religion. They did so even as public intellectuals and prominent scientists of modernist faith, like Henry Fairfield Osborn of the Museum of Natural History, constructed a public image of evolution that blended religion, philosophy and science when assigning meaning to the Scopes Trial. This study broadens the view of science-religion conversations surrounding evolution in the 1920s by integrating voices usually omitted from the story while further complicating the still-resonant ‘creationist-' evolutionist’ paradigm.

Effect of Spiritual Skills Training on Public Health of Cardiac Patients

Aim of this study was the effectiveness of spiritual education in improving the general health of patients with heart disease. Study method was semi-experimental that performed as pretest - posttest design with control group. The study population included all patients with heart disease in the city of Fasa, which in 2014 referred to medical centers and doctors will cardiologist. With considering the effect size and power test, 20 patients were selected on the basis of the table Cohen for each sample group. A data collection tool was Goldberg General Health Questionnaire (GHQ). The pre-test was conducted on two groups. The experimental group participated in training sessions. After completing the training course, the tests were conducted on the groups. The results of analysis of covariance showed that training can improve mental health in general intellectual skills are tested. The results showed that the general intellectual skills training to improve general health in the experimental group (F=42.9; P<0.01).The results showed the effectiveness of the public health dimensions of anxiety (F=9.74, P<0.01), depression (F=12.84, P<0.01) and impaired social functioning (F=5.66 ; P<0.01) was significant, but the physical symptoms was not significant.

S. D. Lamb.Pathologist of the Mind: Adolf Meyer and the Origins of American Psychiatry

Pathologist of the Mind recounts the life and times of psychiatrist Adolf Meyer, one of the most influential psychiatrists of the first half of the twentieth century, although he is not frequently mentioned today. Part intellectual biography, part institutional history, Lamb's monograph covers the period from 1892 to 1917, beginning with Meyer's intellectual training, and moving in later chapters to the Henry Phipps Psychiatric Clinic at Johns Hopkins University. Meyer oversaw this clinic, founded in 1913, where, as Lamb argues, a scientifically based, clinical practice of psychiatry in the United States was inaugurated. One of the aims of this monograph is to highlight Meyer's importance in creating links between the study of pathological anatomy and the clinical case—a central foundation for American psychiatry. A Swiss-German, Meyer trained in medicine at the University of Zurich. He was skeptical of the brain localization schemes proliferating in Theodor Meynert's German school, a materialism that August Forel, Meyer's mentor, called “brain mythology.” Meyer emigrated to Chicago in 1892, leaving his mother behind, whose mental illness had influenced Meyer's choice of career, and who was later institutionalized at Meyer's training hospital—the Burghölzli. Working in asylums near Chicago and in Worcester, Massachusetts, Meyer exhorted his colleagues to develop a rigorous approach to clinical assessment, and interwove pathological, experimental, and clinical data into his scientific approach to clinical psychiatry.

Du local au global: Les médecins militaires français, l’Algérie et les «maladies des pays chauds» (1830–1880)

Up to the 1860s, understanding of the disease consists first of a reflection on the ground and the situation of people on this place. This includes the writing of medical topographies and the development of a new science: medical geography. How could extra-European territories contribute to this knowledge and how this knowledge about tropics and their pathologies could contribute to the formation of an epidemiological reflection at a global level? This contribution tries to suggest the role of military doctors in this process, the importance of Algeria in this intellectual training and, finally, how this work on the «hot» countries contributed to the structuring of a professional identity.

Left-Wing Follies

Left-Wing Follies

TRADITIONS AND INNOVATIONS OF DAIRY INDUSTRY

Abstract: Brief information -review provides an analysis of the textbook for students of higher educational institutions, authorized by Ministry of Agriculture to study " Foods of plant origin" and "Foods of animal origin " by N.B. Gavrilova, M.P. Schetinin - "Technology of milk and dairy products : traditions and innovations", Moscow : Colossus, 2012, 544 p. Keywords: Dairy raw materials , methods of processing, range of dairy products DOI 10.12737/11247 The authors of the textbook – famous Russian scientists of dairy industry – Natalja B. Gavrilova (Professor of the Department of Food and Biotechnology, Omsk State Agrarian University after P.A. Stolypin, Hon. Worker HS RF) and Michail P. Schetinin (Head of the Department of Food Production, Altai State Technical University after I.I. Polzunov and now a senator of the Federal Assembly of the Altai Territory) in accordance with the standard program for special disciplines for higher schools "Technology of milk and dairy products", of specialty standard 260303 managed to fit a huge file information on the complete range of products from raw milk on 544 pp. (44, 20 conv. printer’s sheets). The book has an attractive design, good type and is neatly filed. Substantial portion includes seven chapters (essentially parts), preface of the authors, introduction, conclusion and the reference list with the space for notes. Each chapter within the intellectual training ends with control questions and tasks. In general, the material in its form and substance matches to the XXI century brand textbooks, adopted in Russia. In the preface and introduction, the authors outlined their position on the issue of the textbook, the contribution of predecessors and industry achieve-ments. For example, they formulated the theme of food nanotechnologies related to dairy science. Students and industry professionals are to understand and accept it as an axiom for the modernization of technology of dairy products. In the first chapter, departing from the traditional postulate, the authors first "dared" to begin with the presentation of raw milk monitoring and its technological modification processes. Given the limited scope of the textbook, they summarize information on the composition and properties of cow raw milk and that of other animals at the present legislative level. Further described are all currently known traditional (purification and separation, cooling, normalization, homogenization, thermization, pasteurization, sterilization, concentration, drying) and new, innovative (molecular sieve separation – micro-, ultra-, nanofiltration, reverse osmosis, electro-membrane treatment – electro dialysis, high pressure, cryogenic freezing) techniques and methods for processing feedstock. Equipment sanitizing is referred too. In the future, this chapter seems to light the problem of raw milk conditioning and apparently characterize all industry’s raw complex – cream, skim milk, buttermilk and whey. In the next five chapters, systematically presented is the technology of milk and dairy products by currently accepted product groups. Just list them: milk products and ice cream, including cottage cheese and sour cream; canned condensed and dried milk, baby foods; butter, butter pastes and spreads; cheese and cheese products. Each chapter in all groups and subgroups provides a clear basic concept, adopted by the Technical Regulations (TR), in accordance with federal law, terms and definitions. The authors state (briefly) the theoretical backgrounds of processing line and describe technological schemes with a focus on some of the regularities of the processes and operations in classics and innovations. In the future, this information allows for us to form systematically Technological Platforms for the production of dairy products by world standards in the context of the world market globalization and WTO membership. The seventh chapter specifically shows very detailed and qualified information on the so-called (according to TR) secondary raw milk material (SRM) and virtually the single current industry reserve to ensure food security for our country indispensable health (functional) food products. Besides logistics of this presentation allows us to obtain products with the full use of all the components their individual removing and synthesis of derivatives from SRM. This is fundamentally important to the technological

The pedagogy of conversation in the home: ‘familiar conversation’ as a pedagogical tool in eighteenth and nineteenth-century England

This article argues that domestic conversations taking place in a sociable context played a more important role than has hitherto been considered in the intellectual training and development of children. The centrality of conversation as an informal method of training the mind to reason had one important consequence: the publication of the highly successful ‘familiar format’, texts which used ‘conversation’ as the method of instruction. Written mainly but not exclusively by women, these texts were modelled on the instructive ‘familiar’ conversations which were part of the fabric of social and familial exchanges, and were an attempt to extend conversation’s educational effectiveness into a pedagogy. The article also explores why the format became a lost pedagogy.

The Redemption of the Moral Mandate of the Profession of Law

The traditional sociological model of professions identifies both a structural and a moral component. The structural component consists of the apparatus of selfgovernance, which in the case of the profession of law takes the form of law associations with delegated legislative authority over membership and disciplinary functions. Implicit in the institutional apparatus of self-governance are two claims characteristic of professions, that they embody an expertise mastered only after substantial intellectual training and practical experience, and that the profession is autonomous, both with respect to state regulation and market forces. Expertise and autonomy are functional aspects of professions as social collectivities; but, with slight modification, they become as well features of individual professionals. Thus it is that the practitioner is recognized as an expert, through training and experience, and her clients must place their trust in her since their own lack of expertise prevents them from gvv/8evaluating her services. The practitioner’s services are also autonomous in so far as they are not wholly shaped or wholly dictated by the demands of the client, the regulatory needs of the state, or the pressures of the market.