Style and the “Idea” of the sophist after Plato : the impact of form typology on sophistic teaching and writing on interdisciplinary scholarly work

Resumen: Después de la primera sofística, los sofistas actuaron entre el resto de los pensadores del Mediterráneo como un grupo definido. Dado que hay muchos ejemplos que muestran que los sofistas ejercían sus prácticas y que también eran personas comprometidas en otras actividades, vamos a examinar aquí diversos casos de semejanzas y diferencias entre ellos y otros grupos de pensadores. Nuestras tres preguntas fundamentales son: qué, cómo y por qué los sofistas escribían y enseñaban. Intentaremos responder haciendo un análisis diacrónico de las principales formas y géneros de escritura que produjeron (qué). El cómo lo responderemos en su desenvolvimiento como una actividad comunicativa más allá de las fronteras de las disciplinas de la época. El por qué tendrá su respuesta al enfatizar la necesidad de la actividad de los sofistas en la socialización de la época y en la educación de la antigüedad. Al aseverar que el estilo era la idea de los sofistas, ponemos la noción de idea en Platón en el contexto de idea derivado de los sofistas contemporáneos a él y de los sofistas posteriores (segunda sofística) y centramos el foco en la función de visualidad expresada en su concepto de idea desde las obras sofísticas más tempranas en la época de Platón hasta las contribuciones posteriores.

Acesso gratuito aos medicamentos antirretrovirais : contribuição do Legislativo para a política brasileira de combate à Aids

Analisa os fatores que influenciaram na elaboração e contribuíram para a apresentação e tramitação exitosa no Congresso Nacional do Projeto de Lei nº 158, de 1996, que resultou na Lei nº 9.313, de 13 de novembro de 1996. Com a aprovação da referida lei, as pessoas vivendo com HIV/Aids passaram a ter acesso gratuito às drogas que impedem a multiplicação do vírus - os medicamentos antirretrovirais. Atesta que a sociedade civil organizada e os profissionais de saúde tiveram papel marcante para a aprovação da lei, a qual também se valeu de dispositivos da Constituição Federal de 1988, que reconhece a saúde como dever do Estado e direito do cidadão, estabelecendo, entre outros, os princípios da universalidade da cobertura e integralidade do atendimento.

Proceedings of the International Workshop responding to HIV and AIDS in the fishery sector in Africa, Lusaka, Zambia, 21-22 February 2006

The purpose of the workshop was to enable professionals and organizations working with fishing communities in response to HIV and AIDS in Africa to share experiences, appraise the efficacy of their approaches and identify actions in research and development that will further improve their impact. The workshop pursued and achieved the following objectives: 1)Review and compare research findings and approaches applied in response to HIV and AIDS in fishing communities and the wider fishery sector. 2)Identify good practice examples for wider application. 3)Identify next steps in development and research to scale up these examples. 4)Initiate a network of practitioners in Africa for capacity building, scaling-up and further development of approaches. The range of papers presented at the conference reveals the diversity of responses to HIV and AIDS in the fishery sector at all levels. The papers discussed a range of issues within this broad remit, from community level impacts of disease to policy implementation, from spatial mapping to theatre as a mode of communication. (Document contains 92 pages)

Learning from human teaching strategies

Recent works in the area of adaptive education systems point out the importance of aumenting the student model to improve the personalization and adaptation to the learner by means of several aspects such as emotions, user locations or interactions. Until now the study of interactions has been mainly focused on the student-learning system flow, despite the fact that the most successful and used way of teaching are the traditional face-to-face interactions. In this project, we explore the use of interactions among teachers and students, as they occur in traditional education, to enrich the current student models, with the aim of providing them with useful information about new characteristics for improving the learning process. At a first step, in this paper we present the formal process carried out to obtain information about teachers’ expertise and necessities regarding the direct interactions with students.

Obtaining teaching expertise from F2F learning interactions

Learning environments are commonly used nowadays, but they exclude face-to-face interaction among teachers and students what is a successful basis of traditional education. On the other hand, in many cases teachers are imposed to use technology, what they do in an intuitive way. That is, teachers “learn by doing” and do not fully exploit its potential benefits. Consequently, some questions arise: How do teachers use F2F interaction to guide learning session? How can technology help teachers and students in their day by day? Moreover, are teachers and students really opened to be helped by technology? In this paper we present the formal process carried out to obtain information about teachers’ expertise and necessities regarding the direct interactions with students. We expose the possibilities to cover those necessities and the willingness that teachers show to be helped.

Teaching how to Look at and View Bodies within Literature

[EN] This paper focuses on how to initiate discussions of the regulatory gaze in primary school classrooms through the study of characters in literature. It specifically focuses on two renowned characters in Spanish literature: Xola (Bernardo Atxaga) and Iholdi (Mariasun Landa). These characters are composed of a chorus of looks which in turn also look. We shall carefully reflect upon these looks and discuss how we see others, how others see us, and how we would like others to see us.

Hopwood Hall College: Touchscreen technology overtakes interactive whiteboards as interactive teaching tool of choice

Hopwood Hall is adopting the use of touch screen technology and gradually replacing its interactive whiteboards to improve access to interactive learning. The touch screen monitors connected to LCD TV’s provide a cheaper classroom build with technology that’s more user-friendly and better suited to classroom delivery. Until now, interactive boards had been the mainstay of classrooms but they created teaching barriers for staff including the additional software to learn and master. They are also expensive and often have usability issues with 'pens' not working or having a delay when used as the mouse tool.

Lancaster and Morecambe College: Uses serious computer games as a teaching tool

John Latham, International Projects Co-ordinator at Lancaster and Morecambe College (LMC), got involved with the project Serious Computer Games as a Teaching Tool (SCOGATT) after using the game EnerCities with his students. The web based platform at www.scogatt.eu serves as a One Stop Toolkit for vocational teachers and trainers who want to use serious computer games (SCG) in their teaching environments but might need a helping hand. There they will be able to find a compendium of serious games, SCOGATT pilot results, teacher reports and the exemplar games, EnerCities.

Southend Adult Community College: Walk like an Egyptian - A new reflection

Southend Adult Community College hosts a regular Middle Eastern and Egyptian dance class for all ages and abilities. For a performing art such as dance, learning and self-review aids such as mirrors are essential for improving technique and attainment. The Egyptian Dance course is very popular with many students enrolled. Therefore, sessions need to take place in a large hall within the college. Through inspired innovation and improvisation, the class now have an extremely useful reflective teaching aid using cameras and projectors.

Curriculum innovation: pragmatic approaches to transforming learning and teaching through technologies

This report draws together outcomes from the JISC Curriculum Delivery Programme on behalf of JISC and includes recommendations for further investigation.

Case study: Technology - a fundamental aspect of teaching, learning and assessment

Case study on how Reading College is taking a holistic approach to developing their digital strategy, focusing on good practice in teaching and learning and extending learning beyond the classroom walls.