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Petrarch and the Significance of Dialogue
- Aaron Chung, Charles Irwin
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- Journal:
- Journal of Classics Teaching / Volume 23 / Issue 45 / Spring 2022
- Published online by Cambridge University Press:
- 24 September 2021, pp. 40-44
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The collective mind often attributes the image of a modern Latin classroom to a teacher writing on a chalkboard in front of students eagerly memorising the declensions in silence. However, as part of their search for innovative and effective practices, Latin instructors have consistently expanded their gaze beyond the traditional parameters of rote memorisation for at least since the pioneering efforts of W.H.D. Rouse, looking to more innovative models presented by novel methods for inspiration and to the halls of predecessors in hopes of fostering a more engaging learning environment. Upon close comparative study between the modern pedagogical methods in Latin classrooms and the perspective of Renaissance scholar Petrarch, this study identified a commonality between the two: emphasis on dialogue between different members of the classroom and personal interpretations of preceding authors’ works for a better opportunity of comprehending the content. Grounded in the philosophies of the Socratic method, Petrarch claimed that an important element of the tradition of pedagogy finds expression in dialogues, imitation, and the significance of fully comprehending the topic in pursuit of wisdom. Likewise, many institutions of the U.K. and the United States, strengthened by the emergence of dialectic assessment applications during the Covid-19 Pandemic, are working towards a new norm in place. After conducting an in-depth interpretation of primary and secondary sources regarding Petrarch's pedagogy, as well as research of its modern developments and the applications, the comparison suggests a new direction for the Classics community to consider going forward.
Contributors
- Edited by David Sedley, University of Cambridge
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- Book:
- The Philosophy of Antiochus
- Published online:
- 05 March 2012
- Print publication:
- 02 February 2012, pp vii-vii
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The science of EChO
- Giovanna Tinetti, James Y-K. Cho, Caitlin A. Griffith, Olivier Grasset, Lee Grenfell, Tristan Guillot, Tommi T. Koskinen, Julianne I. Moses, David Pinfield, Jonathan Tennyson, Marcell Tessenyi, Robin Wordsworth, Alan Aylward, Roy van Boekel, Angioletta Coradini, Therese Encrenaz, Ignas Snellen, Maria R. Zapatero-Osorio, Jeroen Bouwman, Vincent Coudé du Foresto, Mercedes Lopez-Morales, Ingo Mueller-Wodarg, Enric Pallé, Franck Selsis, Alessandro Sozzetti, Jean-Philippe Beaulieu, Thomas Henning, Michael Meyer, Giuseppina Micela, Ignasi Ribas, Daphne Stam, Mark Swain, Oliver Krause, Marc Ollivier, Emanuele Pace, Bruce Swinyard, Peter A.R. Ade, Nick Achilleos, Alberto Adriani, Craig B. Agnor, Cristina Afonso, Carlos Allende Prieto, Gaspar Bakos, Robert J. Barber, Michael Barlow, Peter Bernath, Bruno Bézard, Pascal Bordé, Linda R. Brown, Arnaud Cassan, Céline Cavarroc, Angela Ciaravella, Charles Cockell, Athéna Coustenis, Camilla Danielski, Leen Decin, Remco De Kok, Olivier Demangeon, Pieter Deroo, Peter Doel, Pierre Drossart, Leigh N. Fletcher, Matteo Focardi, Francois Forget, Steve Fossey, Pascal Fouqué, James Frith, Marina Galand, Patrick Gaulme, Jonay I. González Hernández, Davide Grassi, Matt J. Griffin, Ulrich Grözinger, Manuel Guedel, Pactrick Guio, Olivier Hainaut, Robert Hargreaves, Peter H. Hauschildt, Kevin Heng, David Heyrovsky, Ricardo Hueso, Pat Irwin, Lisa Kaltenegger, Patrick Kervella, David Kipping, Geza Kovacs, Antonino La Barbera, Helmut Lammer, Emmanuel Lellouch, Giuseppe Leto, Mercedes Lopez Morales, Miguel A. Lopez Valverde, Manuel Lopez-Puertas, Christophe Lovi, Antonio Maggio, Jean-Pierre Maillard, Jesus Maldonado Prado, Jean-Baptiste Marquette, Francisco J. Martin-Torres, Pierre Maxted, Steve Miller, Sergio Molinari, David Montes, Amaya Moro-Martin, Olivier Mousis, Napoléon Nguyen Tuong, Richard Nelson, Glenn S. Orton, Eric Pantin, Enzo Pascale, Stefano Pezzuto, Ennio Poretti, Raman Prinja, Loredana Prisinzano, Jean-Michel Réess, Ansgar Reiners, Benjamin Samuel, Jorge Sanz Forcada, Dimitar Sasselov, Giorgio Savini, Bruno Sicardy, Alan Smith, Lars Stixrude, Giovanni Strazzulla, Gautam Vasisht, Sandrine Vinatier, Serena Viti, Ingo Waldmann, Glenn J. White, Thomas Widemann, Roger Yelle, Yuk Yung, Sergey Yurchenko
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- Journal:
- Proceedings of the International Astronomical Union / Volume 6 / Issue S276 / October 2010
- Published online by Cambridge University Press:
- 10 November 2011, pp. 359-370
- Print publication:
- October 2010
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The science of extra-solar planets is one of the most rapidly changing areas of astrophysics and since 1995 the number of planets known has increased by almost two orders of magnitude. A combination of ground-based surveys and dedicated space missions has resulted in 560-plus planets being detected, and over 1200 that await confirmation. NASA's Kepler mission has opened up the possibility of discovering Earth-like planets in the habitable zone around some of the 100,000 stars it is surveying during its 3 to 4-year lifetime. The new ESA's Gaia mission is expected to discover thousands of new planets around stars within 200 parsecs of the Sun. The key challenge now is moving on from discovery, important though that remains, to characterisation: what are these planets actually like, and why are they as they are?
In the past ten years, we have learned how to obtain the first spectra of exoplanets using transit transmission and emission spectroscopy. With the high stability of Spitzer, Hubble, and large ground-based telescopes the spectra of bright close-in massive planets can be obtained and species like water vapour, methane, carbon monoxide and dioxide have been detected. With transit science came the first tangible remote sensing of these planetary bodies and so one can start to extrapolate from what has been learnt from Solar System probes to what one might plan to learn about their faraway siblings. As we learn more about the atmospheres, surfaces and near-surfaces of these remote bodies, we will begin to build up a clearer picture of their construction, history and suitability for life.
The Exoplanet Characterisation Observatory, EChO, will be the first dedicated mission to investigate the physics and chemistry of Exoplanetary Atmospheres. By characterising spectroscopically more bodies in different environments we will take detailed planetology out of the Solar System and into the Galaxy as a whole.
EChO has now been selected by the European Space Agency to be assessed as one of four M3 mission candidates.
5 - Adolescent Health Care in the United States: Implications and Projections for the New Millennium
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- By Elizabeth M. Ozer, University of California, San Francisco, Tracy Macdonald, University of California, San Francisco, Charles E. Irwin, Jr., University of California, San Francisco
- Edited by Jeylan T. Mortimer, University of Minnesota, Reed W. Larson, University of Illinois, Urbana-Champaign
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- Book:
- The Changing Adolescent Experience
- Published online:
- 06 January 2010
- Print publication:
- 05 September 2002, pp 129-174
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Summary
Adolescence is a unique developmental stage distinct from both childhood and adulthood. The second decade of life offers unique strengths, including greater access to life's opportunities resulting from self-discovery and emerging independence. It also has special vulnerabilities, health concerns, and barriers for accessing health care. In the new millennium, it is timely to consider the conditions of adolescents today and how current and future trends are likely to affect the health of adolescents in the 21st century. Maximizing adolescent health is particularly important in light of increasing recognition that the health of adolescents is crucial to their well-being as adults.
Most adolescents are considered healthy when assessed by traditional medical markers. However, an increasing number of adolescents are exposed to deleterious environmental conditions and engage in risky behaviors that threaten their current and future health. Thus, the health threats for adolescents are primarily social and behavioral (Ozer, Brindis, Millstein, Knopf, & Irwin, 1998; U.S. Preventive Services Task Force, 1996).
Over the past decade there has been an unprecedented focus on the nation's youth. Several federal reports have focused on adolescents, with perhaps the most critical being the series developed by the former Office of Technology Assessment (OTA) in 1991: Adolescent Health: Volumes I–III, which served as an expansive assessment of the state of adolescent health as we entered the 1990s. Two of the documents' major recommendations focused on improving the environmental context of adolescents' lives and assuring access to health care for all youth.
Multiple subpial transection in Landau–Kleffner syndrome
- Kate Irwin, Victoria Birch, Janet Lees, Charles Polkey, Gonzalo Alarcon, Colin Binnie, Martin Smedley, Gillian Baird, Richard O Robinson
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- Journal:
- Developmental Medicine and Child Neurology / Volume 43 / Issue 4 / April 2001
- Published online by Cambridge University Press:
- 12 April 2001, pp. 248-252
- Print publication:
- April 2001
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We have considered multiple subpial transection (MST) as a treatment option for Landau–Kleffner syndrome (LKS) for the past 6 years. The effect of this technique on language and cognitive ability, behaviour, seizures, and EEG abnormalities is analysed here. Five children (4 males, 1 female; aged 5.5 to 10 years) underwent MST with sufficiently detailed pre- and postoperative data for analysis. Behaviour and seizure frequency improved dramatically after surgery in all children. Improvement in language also occurred in all children, although none improved to an age-appropriate level. All five had electrical status epilepticus in sleep (ESES) before surgery, which was eliminated by the procedure. One child has had an extension of his MST due to the recurrence of ESES and accompanying clinical deterioration with good effect. An attempt is made to set the effect of MST against the natural history of the condition. MST is an important treatment modality in LKS, although the timing of this intervention and its effect on final language outcome remains to be defined.