299 research outputs found
The philosophy of education of William H. Kilpatrick
No full textEste trabalho consiste em uma pesquisa bibliográfica que visa à exposição dos elementos essenciais da filosofia da educação de William Heard Kilpatrick. Buscou-se, também, averiguar de que modo esses elementos mantiveram-se pertinentes para o autor ao longo de sua trajetória intelectual. Metodologicamente, realizou-se a leitura das obras de Kilpatrick e da bibliografia pertinente. Ao final da pesquisa, constatou-se que no núcleo do pensamento kilpatrickiano está o princípio da permanente mudança da natureza, tributário do pensamento darwiniano. Esse princípio, o da mudança, ecoará no pensamento filosófico, pedagógico e psicológico de Kilpatrick. Seu pensamento é tributário, além de Charles Darwin, do pensamento de John Dewey, Charles S. Peirce, William James, Edward L. Thorndike e George H. Mead. Também constatou-se que Kilpatrick, ao longo da vida, realizara um movimento teórico ao encontro da integração indivíduo-sociedade, cujos passos foram: a) do ponto de vista da psicologia: a crítica à visão mecanicista de ser humano e a defesa de uma psicologia favorável ao desenvolvimento da criatividade humana e à relação ética entre pessoa e grupo; b) do ponto de vista da educação: a crítica à prefixação de conteúdo, à padronização da avaliação e ao autoritarismo; a defesa do respeito à personalidade e a defesa de uma educação concebida de forma atual e reflexiva; c) do ponto de vista ético-político: a defesa de uma sociedade democrática e a defesa do livre pensamento e da livre expressão da personalidade.This work consists of a bibliographic research that aims to expose the essential elements of William Heard Kilpatrick\'s philosophy of education. It also sought to know how these elements remain relevant to the author along his intellectual trajectory. Methodologically, it was made a reading of Kilpatrick\'s works and the relevant bibliography. At the end of the research, it noted that the Kilpatricks thought core is the principle of permanent change of nature, tributary of Darwinian thought. This principle of change will echo in Kilpatrick\'s philosophical, pedagogical, and psychological thinking. His thinking is tributary, in addition to Charles Darwin, the thinking of John Dewey, Charles S. Peirce, William James, Edward L. Thorndike, and George H. Mead. It also noted that throughout his life, Kilpatrick did a theoretical movement towards the integration member-society, whose steps were: a) in the psychology point of view: the criticism of the mechanistic view of the human being and the defense of a favorable psychology to the development of the human creativity and the ethical relationship between person and group; b) in the education point of view: a critique of the prefixing of contents, the standardization of evaluation and authoritarianism; a defense of respect for personality and a defense of a current and reflexively conceived education; c) in the ethical and political point of view: a defense of a democratic society and a defense of the free thinking and expression of personality
Post-typhoon prevalence of post-traumatic stress disorder, major depressive disorder, panic disorder, and generalized anxiety disorder in a Vietnamese sample
No full textIn 2006, typhoon Xangsane disrupted a multiagency health needs study of 4,982 individuals in Vietnam. Following this disaster, 798 of the original participants were reinterviewed to determine prevalence and risk factors associated with posttraumatic stress disorder (PTSD), major depressive disorder (MDD), panic disorder (PD), and generalized anxiety disorder (GAD). Posttyphoon prevalences were PTSD 2.6%, MDD 5.9%, PD 9.3%, and GAD 2.2%. Of those meeting criteria for a disorder, 70% reported only one disorder, 15% had two, 14% had three, and 1% met criteria for all four disorders. Risk factors for posttyphoon psychopathology differed among disorders, but generally were related to high typhoon exposure, prior trauma exposure, and in contrast to Western populations, higher age, but not gender
Conceptions of knowledge and curriculum on W. Kilpatrick and implications of the project method
No full textEsta dissertação de mestrado, circunscrita à área de Didática, teorias de ensino e práticas escolares tem, como objeto de estudo, a produção pedagógica do professor William Heard Kilpatrick (18711965), tema pouco explorado no campo das pesquisas em educação. Herdeiro de John Dewey, mas com uma reflexão singular, o autor tem uma contribuição relevante no que se refere ao reconhecimento da necessidade de raciocínio filosófico e da reflexão para sublinhar os efeitos e possibilidades políticas da educação. A análise das concepções de Kilpatrick e da sua atuação no movimento de educação progressista do início do século XX demonstrou que suas ideias também continuam a ser pertinentes e relevantes para as discussões que têm ocorrido nos últimos anos, nas quais é observado um esforço para compreender as mudanças sociais, os propósitos democráticos da escolaridade, bem como a necessidade de vincular esses fins com ações pedagógicas concretas. Assim, a opção de analisar a obra desse autor justifica-se por sua relevância histórica, pela lacuna de pesquisas que se dediquem ao tema e, à medida do que é possível, encontrar na vanguarda da pedagogia atual referências a muitas de suas ideias, além de importantes releituras e aplicações do método de projetos.O estudo visa contribuir para a contextualização da obra pedagógica de Kilpatrick à luz de suas concepções mais amplas, enfocando as ideias de currículo e aprendizagem e descrevendo o método de projetos por ele proposto; também busca investigar as aproximações e distâncias entre o método de projetos apresentado por Kilpatrick e a apropriação feita por Fernando Hernández, presente em seu método de projetos de trabalho, dentro de uma perspectiva de busca de sentido da abordagem contemporânea do método de projetos. Configurou-se como método pertinente a esta pesquisa a leitura analítica da bibliografia selecionada: obras específicas de Kilpatrick, que abarcam suas concepções educacionais, parte do referencial acadêmico acerca da obra do autor e de suas matrizes teóricas e obras sobre o método de projetos que compõem o objeto de análise. Os resultados da pesquisa apontam que, compreender o uso dos projetos na escola contemporânea requer um diálogo com a perspectiva de Kilpatrick proposta em acordo com a ideia da construção e consolidação da sociedade democrática e que sua obra é material relevante para pesquisas educacionais.This dissertation, confined to the area of Didactics, theories of teaching and school practices has, as its object of study, the pedagogical production of Professor William Heard Kilpatrick (1871-1965), a subject little explored in the field of research in education. Disciple of John Dewey, but with its own singular reflection, the author has an important contribution regarding to the recognition of the need for philosophical reasoning and reflection to emphasize the effects and political possibilities of education. The analysis of the conceptions of Kilpatrick and his performance in the progressive education movement of the early twentieth century also showed that his ideas remain pertinent and relevant to the discussions that have occurred in recent years, which is observed in an effort to understand the social changes, the democratic purposes of schooling, as well as the need to link these purposes with concrete pedagogical actions. Thus, the option to review the work of this author is justified by its historical relevance, the lack of research devoted to the topic and, to the extent that is possible, to find at the forefront of current teaching references to many of his ideas, as well of important readings and applications of the project method. The study aims to contextualize the pedagogical work of Kilpatrick in light of his broader conceptions, focusing on the ideas of curriculum and learning and describing the project method proposed by him; also investigates the approximations and the distances between the project method of Kilpatrick and the appropriation made by Fernando Hernández, present in his method of work projects, within a perspective of seeking contemporary approach towards the project method. It was configured as a relevant method to this research, the analytical readings of selected bibliography: Kilpatricks specific works, which covers his educational concepts, part of the academic references about the author\'s work and his theoretical frameworks and works on the project method that composes the object of analysis. The results of the research indicates that, understanding the use of projects in the contemporary school, requires a dialogue with the prospect of Kilpatricks proposal in accordance with the idea of building and consolidating the democratic society and that his work is a relevant material for educational research
Jack Frederick Kilpatrick, Oklahoma's Cherokee Composer: An Analysis of Six Intermediate Collections for Solo Piano
No full textJack Frederick Kilpatrick (1915 – 1967) was the first Cherokee to receive widespread acclaim as a composer. Born in Stilwell, OK, Kilpatrick learned music at an early age and earned music degrees from the University of Redlands and American Catholic University. Kilpatrick was eventually awarded an honorary doctorate in music from the University of Redlands in 1950. In addition to working as a composer, Kilpatrick was also a professor of theory at the U.S. Naval Academy of Music, and later Southern Methodist University where he served on the faculty until his death in 1967. Many of Kilpatrick’s nearly 550 works were lost until their recent discovery in 2018, when 31 boxes of his manuscript scores were discovered in Catlett Music Center at the University of Oklahoma. Among this discovery were 58 individual works for solo piano across 26 opus numbers, whose difficulty ranges from early intermediate to advanced concert works.
This document analyzes six of Kilpatrick’s collections for solo piano suitable for intermediate students. Analyses include an investigation of compositional features, stylistic influences, and pedagogical considerations. Each collection is leveled according to the system presented in Jane Magrath’s Piano Literature for Teaching and Performance. Chapter 1 provides the overview, purpose, and procedures for the study. Chapter 2 reviews literature related to Kilpatrick’s life and the appropriation of Native American music; due to the lack of existing literature on Native American piano composers, Chapter 2 also reviews extant works for solo piano by Native American composers. Kilpatrick’s known biography and summaries of his piano collections are presented in Chapter 3.
Chapter 4 analyzes two collections for early intermediate students (levels 3 – 4): Two Country Store Yarns, Op. 111, and From the Ranch Next Door, Op. 133. Chapter 5 examines two mid-intermediate collections (levels 5 – 6): Three Little Pieces for Children, Op. 33, and Two Pieces for Piano, Op. 110. Chapter 6 evaluates the following two collections for late intermediate students (levels 7 – 8): Two Vignettes of Cherokee Life, Op. 106, and Two Pieces for Piano, Op. 88.
The conclusion in Chapter 7 summarizes the findings of this research, including a review of Kilpatrick’s style and contributions as a composer and scholar. The author also offers possible avenues of future research. By studying Kilpatrick’s newly discovered works for piano, pianists and teachers can now explore the significant musical contributions of history’s most prolific Cherokee composer
Kilpatrick, Jack
No full text"Under the Reading Lamp" by Jack Gregory and Rennard Strickland, Tulsa World, Oct. 26, 1969. Review of Kilpatricks last book, "New Echota Letters" (SMU Press, $5). Information on the five other books by this Cherokee author is also given in the article. 1 pag
MS-BioGraphs MS
No full texthttps://blogs.qub.ac.uk/DIPSA/MS-BioGraphs/
Name
MS-BioGraphs – MS
URL
https://blogs.qub.ac.uk/DIPSA/MS-BioGraphs-MS
Graph Explanation
Vertices represent proteins and each edge represents the sequence similarity between its two endpoints
Edge Weighted
Yes
Directed
No
Number of Vertices
1,757,323,526
Number of Edges
2,488,069,027,875
Maximum Degree
814,957
Minimum Weight
98
Maximum Weight
634,925
Number of Zero-Degree Vertices
6,437,984
Average Degree
1,415.8
Size of The Largest WCC
2,486,890,448,664
Number of WCC
148,861,367
Creation Details
MS-BioGraphs: Sequency Similarity Graph Datasets
Format
WebGraph
License
CC BY-NC-SA
QUB IDF
2223-052
DOI
10.5281/zenodo.7820808
Citation
Koohi Esfahani, Mohsen, Boldi, Paolo,
Vandierendonck, Hans, Kilpatrick, Peter,
Vigna,Sebastiano. (2023).
MS-BioGraphs - MS.
https://doi.org/10.5281/zenodo.7820808.
http://blogs.qub.ac.uk/DIPSA/MS-BioGraphs-MS.
Bibtex
@misc{MS-BioGraphs-MS,
year = {2023},
author = {Mohsen Koohi Esfahani and Paolo Boldi and
Hans Vandierendonck and Peter Kilpatrick and
Sebastiano Vigna},
title = {{MS-BioGraphs - MS}},
doi = {10.5281/zenodo.7820808},
url = {http://blogs.qub.ac.uk/DIPSA/MS-BioGraphs-MS},
howpublished= {\url{http://blogs.qub.ac.uk/DIPSA/MS-BioGraphs-MS}}
Kilpatrick, Hilary, Making the Great Book of Songs. Compilation and the author\u27s craft in \u27Abū-l-Farağ al-\u27Isbahānī\u27s Kitāb al-\u27aġānī. London and New York: Routledge Curzon. 435 pp.
No full textDans la préface de son ouvrage sur Kitāb al-"aġānī, Hilary Kilpatrick se demande pourquoi le livre d"Abū-l-Farağ al-"Isbahānī n"a bénéficié que de très peu d"études en tant qu"oeuvre littéraire. On sait que ce volumineux livre (environ vingt volumes) a été étudié plutôt en tant que source de l"histoire des Arabes avant et après l"Islam, en tant que document irremplaçable de la vie sociale, culturelle et artistique du Xème siècle abbasside, en tant qu"ouvrage sur la musique, ou de critique littéraire, etc. et moins qu"une oeuvre majeure de "belles lettres"
Theoretical frameworks for the learning of geometrical reasoning
No full textWith the growth in interest in geometrical ideas it is important to be clear about the nature of geometrical reasoning and how it develops. This paper provides an overview of three theoretical frameworks for the learning of geometrical reasoning: the van Hiele model of thinking in geometry, Fischbein’s theory of figural concepts, and Duval’s cognitive model of geometrical reasoning. Each of these frameworks provides theoretical resources to support research into the development of geometrical reasoning in students and related aspects of visualisation and construction. This overview concludes that much research about the deep process of the development and the learning of visualisation and reasoning is still needed
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