Personification of the Faculty of Arts (decoration of the pedestal of the statue of Charles IV, Holy Roman Emperor; Křižovnické Square, Prague, Czech Republic)

The Faculty of Arts was one of the four traditional divisions of the teaching bodies of medieval universities, the others being Theology, Law and Medicine. The Faculty of Arts was the lowest in rank, but also the largest as students had to graduate there to be admitted to one of the higher faculties.^[1]

The Faculty of Arts took its name from the Seven Liberal Arts: the Trivium (grammar, rhetoric, dialectics) and the Quadrivium (arithmetic, music, geometry and astronomy).

In the universities of continental Europe, this faculty has more often been named the equivalent of 'Faculty of Philosophy' (e.g., Norwegian: Det filosofiske fakultet, Slovene: Filozofska fakulteta). Nowadays this is a common name for the faculties teaching humanities.

References[link]

1. ^ The Faculty of Arts - Catholic Encyclopedia article

See also[link]

• All pages beginning with "Faculty of Arts"
• All pages beginning with "Faculty of Philosophy"

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Martin Gibbs (November 11, 1922 - July 24, 2006) was an American biochemist and educator who worked in the field of carbon metabolism. The Martin Gibbs Medal, an award honoring individuals in plant sciences, is named in his honor.^[1]

Career[link]

Gibbs was born in Philadelphia, Pennsylvania and educated at the Philadelphia College of Pharmacy. He obtained his Ph.D. from the University of Illinois in 1947. Gibbs went on to work as a scientist at the Brookhaven National Laboratory that same year.

In 1957, he returned to academia as professor of biochemistry at Cornell University. In 1962, in the midst of his research, he accepted the role as editor-in-chief of Plant Physiology. As editor he focused his strong inclination toward biochemistry on journal manuscripts and was able to significantly grow the journal. He eventually moved on to Brandeis University becoming the Abraham S. and Gertrude Berg Professor of Biology and served as chair of the Department of Biology for three years.

In 1993, the Martin Gibbs Medal, awarded to those who have provided significant contributions in the field of plant sciences, was created by the American Society of Plant Biologists to honor his retirement.^[2]

Career related[link]

• Consultant National Science Foundation, 1961–64, 1969–1972
• National Institutes of Health, 1966–69
• Cosmos Club, 1984
• Marine Biological Laboratory, 1970
• RESA lecturer, 1969
• NATO consultant fellowship board, 1968–70
• Council International Exchange of Scholars, 1976–82
• Chairman of selection committee, Fulbright Scholars for Eastern Europe
• Adjunct professor Botanical Institute, University Munster, Federal Republic of Germany, 1978, 1980, 1987
• Adjunct professor department botany University California, Riverside, 1979-1989.

Creative works[link]

Author[link]

• Structure and Function of Chloroplasts, 1970
• Crop Productivity-Research Imperatives, 1975
• Crassulacean Acid Metabolism, 1982
• Crassulacean Acid Biosynthesis and Function of Plant Lipids, 1983
• Crop Productivity-Research Imperative, Revisited, 1985
• Hungarian-USA Binational Symposium on Photosynthesis, 1986

Editor-in-chief[link]

• Plant Physiology, 1963—92

Associate editor[link]

• Physiologie Vegetale, 1966—1976
• Annual Review of Plant Physiology, 1966—1971

Awards[link]

• Recipient Charles Reid Barnes award, 1984
• Alexander von Humboldt Fellow, 1987
• Adolph E. Gude award, 1993
• Martin Gibbs medal, 1993
• University Illinois Achievement award, 1996
• Bulgarian Academy Sciences gold medal

References[link]

External links[link]

• The Boston Globe - Obituary
• "Remembrances of Prof. Martin Gibbs". The Newsletter of the American society of Plant Physiologists. http://www.bio21.bas.bg/ipp/gapbfiles/v-32/06_3-4_252-256.pdf.. Retrieved 2008-07-22. 

Dr Ahmar Mahboob teaches at the Department of Linguistics at the University of Sydney.

Introduction[link]

Ahmar Mahboob was born in Karachi, Pakistan, and received his early training in English literature and linguistics from Karachi University. Ahmar earned his PhD at Indiana University, Bloomington, in 2003, with a dissertation on Status of nonnative English speakers as ESL teachers in the United States. Ahmar has worked in the areas of language policy development, pidgin and creole languages, NNEST studies, English language acquisition, English language teaching and teacher education, World Englishes, pragmatics, and issues surrounding minority languages in South Asia. His recent work has focused on Pakistani English and on languages of Pakistan. Ahmar is the Past President of Indiana TESOL and the Past Chair of the NNEST Caucus in TESOL International. Ahmar was also the convenor of the 2011 TESOL Convention in New Orleans. Ahmar along with Naomi Knight are the co-convenors and co-creators of the Free Linguistics Conference.

Ahmar has made a significant contribution to the Non-native English Speakers in TESOL (NNEST) movement. George Braine, in referring to Ahmar's work writes: "Over the years, Ahmar Mahboob has made a lasting contribution to the nonnative speaker movement. His doctoral dissertation titled “Status of nonnative English-speaking teachers in the United States” was one of the first to explore the nonnative speaker issue in English language teaching, and he later became an energetic Chair of the Nonnative Speaker Caucus within the TESOL organization." In addition to his PhD research, Ahmar's book The NNEST Lens sets a new direction in NNEST studies. In his own words, "The NNEST lens is a lens of multilingualism, multinationalism, and multiculturalism through which NNESTs and NESTs — as classroom practitioners, researchers, and teacher educators — take diversity as a starting point in their understanding and practice of their profession."

Related to work on NNESTs, Ahmar has also been working on issues of race and religion in TESOL. Among other things, Ahmar introduced the notion of 'enracement'.^[1] For Ahmar, the verb enrace represents actions and negotiations through which we acquire our awareness of race. He writes that the "verb enrace does not only mean that we are enraced by others — that others cause us to construct our racial identity — but, also that we enrace others — that our actions, behaviors, and/or discourses lead to a (re)negotiation of other people’s racial awareness. This process of enracement is a result of our negotiations and interactions with people (both of our own race and other races) and is partly grounded in how other people view, experience, and/or stereotype our race and how we view, experience, and/or stereotype them."

Ahmar's recent research has focused on issues of appliability of linguistics. In his co-edited volume, Appliable Linguistics: Texts, contexts, and meanings, he introduces Appliable Linguistics as an approach to language that takes everyday real-life language related problems – both theoretical and practical – in diverse social, professional and academic contexts as a starting point and then develops and contributes to a theoretical model of language that can respond to and is appliable in the context. This approach focuses on the importance of theory and practice being interrelated in linguistics. He draws on work by M. A. K. Halliday as well as J R Martin in developing this framework.

Ahmar has also made considerable contributions to the study of World Englishes, and in particular Pakistani English. His work on Pakistani English includes studies of the phonetics, phonology, lexis, morpholology, syntax, semantics, pragmatics, and discourse structure of Pakistani English. His more recent work on World Englishes focuses on World Englishes and identity, for example, see English as an Islamic Language.

More recently, Ahmar has been focusing on the relationship between World Englishes and Higher Education. He is specifically interested in understanding 'use' based variations in World Englishes (see for example: World Englishes and Higher Education). He argues that the relationship between the language of everyday use and that of academic discourses should not be confused in the context of education; and that it is the language of academic discourses that need to be prioritized in educational contexts. An emphasis on everyday language, he argues, can lead to ghettoization of the students rather than empowering them.

Ahmar currently coordinates the MA program in Applied Linguistics at the University of Sydney.

In addition to academic work, Ahmar also writes poems and fiction. A sampling of his poetry can be found at: [1] and [2]

A longer auto-biographical note about Ahmar is available at: NNEST - Ahmar's interview

Language policy in Pakistan - Ahmar's interview

Publications[link]

Some of Ahmar's edited volumes include:

• Mahboob, A. & Knight, N. (2010) Appliable Linguistics: Texts, contexts, and meanings [3]. Newcastle: Cambridge Scholars Press. ISBN 978-1-4411-6415-5.

• Mahboob, A. (2010) The NNEST Lens: Nonnative English Speakers in TESOL. [4] Newcastle: Cambridge Scholars Press. ISBN 978-1-4438-1910-7.

• Mahboob, A. & Lipovsky, C. (2009) Studies in Applied Linguistics and Language Learning [5]. Newcastle: Cambridge Scholars Press. ISBN 1-4438-1239-0.

• Mahboob, A. & Knight, N. (2008) Questioning Linguistics. Newcastle: Cambridge Scholars Press. ISBN 978-1-84718-667-6.^[2]

References[link]

1. ^ Curtis and Romney (2006). Color, Race, and English Language Teaching: Shades of meaning. New York: Routledge. 
2. ^ http://linguistlist.org/issues/20/20-2375.html

External links[link]

• University of Sydney
• NNEST Interest Section in TESOL
• Indiana TESOL
• Free Linguistics Conference
• Chowk
• Dawn 1
• Dawn 2
• Amazon