Dissertations / Theses on the topic 'Makerere University College History'
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1
KIBAYA, ALLAN ROGERS. "THERMAL COMFORT ANALYSIS OF A NATURALLY VENTILATED BUILDING : CASE STUDY: COLLEGE OF ENGINEERING, DESIGN, ART & TECHNOLOGY (CEDAT) BUILDING, MAKERERE UNIVERSITY, KAMPALA-UGANDA." Thesis, Högskolan i Gävle, Avdelningen för bygg- energi- och miljöteknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-15731.
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The main objective of the study was to analyze the thermal comfort of a naturally ventilated building in Kampala – Uganda. CEDAT building in Makerere University was selected as the case study representing an educational center which is a naturally ventilated building. DesignBuilderEnergyPlus simulation program was used to model and perform simulations. Simulations for thermal comfort were done on the baseline model with a WWR of 30 % to attain the baseline model comfort data based on Simple ASHRAE 55-2004 throughout the year. Simulations for different natural ventilation improvement strategies were then done through parametric analysis. The strategies simulated for improving occupancy thermal comfort were lighting control, mechanical ventilation without cooling (fans), mechanical ventilation with cooling and variation of window to wall ratio from 0% to 100% to establish its effect on the thermal comfort of the building occupants. Results for predicted thermal comfort sensation of occupants revealed that baseline thermal comfort sensation was between hot and slightly warm with 35.15% discomfort hours against 64.85% comfort throughout the year. Lighting control thermal comfort sensation improved to between hot and neutral with 0.55% improvement in baseline occupancy thermal comfort hours. Mechanical ventilation without cooling registered a negligible improvement in occupancy thermal comfort while on application of scheduled cooling thermal comfort improved between slightly warm and slightly cool with a 12% improvement in comfort hours. Variation of WWR revealed that thermal comfort generally increased negligible with increase in WWR. It can be concluded that mechanical ventilation with cooling combined with lighting control can be great strategies and opportunity for improving the case study thermal comfort.
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College, of Law University of Arizona, and John Kenneth Nichols. "The University of Arizona College of Law, 1915-1987." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/611538.
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Stevens, Robert Allan. "Demise of an antebellum college| A history of Illinois State University." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105075.
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This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.
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Stevens, Robert Allen. "Demise of an Antebellum College: A History of Illinois State University." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/33.
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This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark’s (1972) concept of “organizational saga,” the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford’s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta’s (2008) unique model of antebellum denominational college survival helped identify ISU’s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school’s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.
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Starnes-Vincent, Carolyn Ann. "A history of the music department at Emory College/University, 1836-2010." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11056.
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Thesis (D.M.A.)--Boston UniversityEmory University has a well-established music department with a long and important history, which was not documented until the present research. The history is also interwoven with the history ofthe establishment of the college. On December 10, 1836 the Georgia General Assembly granted the Georgia Methodist Conference a charter to Emory College. The school re-located to the suburban area of Atlanta known as Druid Hills in DeKalb County and was re-chartered as Emory University in 1915. Emory University's reputation rests on the fame of its medical school; however, since the 1800s, music has had an important role in the life ofthe college and university community. It holds a rich heritage, which continues to be shared around the world. The research is an historical study of the Emory University Music Department, 1836- 2010. It focuses on the founding of the music curriculum prior to the actual organization ofthe department, the circumstances under which the department was developed, the historical role music has played at Emory over the course of one hundred seventy-four years, how the music curriculum has evolved as the university has grown, and the influential individuals in the Emory University music department. The study will describe both past and current music curricula, including the implementation of the baccalaureate and master's degree programs in music and sacred music. Music class offerings, as well as the development of degree requirements, will be documented through information obtained in college and course catalogues from 1927 to 2010. Catalogues published prior to 1927 will be reviewed for music course offerings, and it will be determined whether these were credit or non-credit courses. The study is historical in nature, utilizing primary sources found in the archives at the Emory at Oxford campus and Emory University. The primary sources will include individual documents such as personal letters, scrapbooks, photographs, flyers, yearbooks, newspaper clippings, programs, and recordings. Oral history sources will include interviews with faculty and students, both past and present. Recorded interviews will be completed through audio and electronic mail methods. Secondary sources will include books, Emory alumni newsletters/magazines, and electronic information describing music programs and events at Emory College/University. These procedures will illustrate the historic role of music at Emory College/University, Emory's affiliation with the Methodist/United Methodist Church, and the music department's correlation with music education.
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Strydom, Bronwyn Louise. "Broad South Africanism and higher education : the Transvaal University College (1908-1919)." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40254.
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The establishment of the Transvaal University College (TUC) in Pretoria took place at a very significant historical time in the wake of the South African War and its first decade coincided with the formation of the Union of South Africa and the outbreak of World War I. Furthermore, in this period successive administrations of the Transvaal and of South Africa pursued an ideal of forming a new unified white South African identity known as broad South Africanism. This project was strongly associated with education and found expression in much of the discourse regarding emerging higher education in the country. This study will approach the early history of the TUC from the perspective of broad South Africanism, attempting to shed light on white identity politics and their relationship to higher education in these early decades of the twentieth century.
The thesis will begin by examining university history as a genre of historical writing, highlighting various approaches to the writing of university histories. It will then investigate the development of universities in Europe in the nineteenth and early twentieth centuries in order to point out influential trends and models which can be traced in the establishment of South African universities. This is followed by a brief account of the growth of higher education in South Africa, paying particular attention to its development in the Transvaal which gave rise to the establishment of the TUC, first in Johannesburg and then in Pretoria. The development of the notions of broad South Africanism and conciliation will then be considered followed by an examination of how these notions were related to higher education in this period. The study will then focus specifically on the way in which broad South Africanism was manifested at the TUC. It will highlight official intentions regarding broad South Africanism at the College and the initial responses of the student body to this policy. A second section will discuss the development of broad South Africanism at the TUC after the outbreak of World War I and the ensuing 1914 rebellion. This will also include an investigation of sentiments which opposed broad South Africanism, favouring a more exclusive white identity. Thus, this study will endeavour to demonstrate how an understanding of university history can shed further light on a complex period in South African history and highlight the significant relationship between higher education institutions and the wider historical context.Thesis (DPhil)--University of Pretoria, 2013.
gm2014
Historical and Heritage Studies
unrestricted
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Chaowichitra, Jiravadee. "South-East Asia College: History, Development, Problems, and Issues Related to Achieving University Status." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277644/.
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The purpose of this study is to describe the history, development, problems, and issues related to achieving university status of South-East Asia College from 1974 to 1993. This historical research used records and documents from South-East Asia College and the Association of Private Higher Education Institutions of Thailand as primary sources. Also interviews with the president, faculty and staff of South-East Asia College were used. Secondary Sources were reports and publications from the Ministry of University Affairs in Thailand. The areas of emphasis in the study were government policies on private higher education, legislation that initiated the founding of the college, the founder, the college's goals, financial sources, curriculum, library, faculty, students, and buildings. It was found that the Thai government encourages the establishment of private higher education institutions. The Private Higher Educational Institution Act of 1979 was enacted to allow private universities to be equal to government universities. South-East Asia College was founded in 1974 by the Khunya Plak Muanpiew Foundation with the purpose of training Thai students for industrial technologies and business sectors. The college requested university status in April, 1987. The first attempt was turned down. Four areas not meeting the requirements were the library, faculty, students, and buildings. The college made a second request in December, 1991, and the change in status of South-East Asia College to South-East Asia University was approved in March, 1992. Suggestion for further study include: (a) the study is limited to one private university; a further investigation should be made of the other private institutions; and (b) a study should be conducted to identify factors which will contribute to the future development of South-East Asia University.
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Darnell, Carl. "Sharecropping in Higher Education| Case Study of the Florida Agricultural and Mechanical University - Florida State University Joint College of Engineering." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680544.
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Historically Black Colleges and Universities have historically been given less funding than White institutions, a known discrepancy partially rectified by the Civil Rights era desegregation lawsuits. The court-ordered funding, however, came with race-based restrictions for public HBCUs, and many lost academic programs to traditionally White institutions. In numerous situations, Black colleges were closed outright or merged with White institutions. The following study explores the unique case of an HBCU coerced into merging an academic unit with a neighboring historically White university. Using archival data and interviews from the HBCU administrators, the case study presents a narrative of how the Florida Agricultural and Mechanical University – Florida State University partnership was formed, explores the partnership’s development over time, and examines differences between the mission and practices of the joint venture from FAMU’s perspective.
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Ennis, William Thomas. "Hereditarian ideas and eugenic ideals at the National Deaf-Mute College." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1966.
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For the past two centuries deaf people in the United States have faced more or less intense skepticism about their marriages to each other, largely due to fears of inherited deafness. Theses fears, while always present, have waxed and waned over time, becoming most prominent during the eugenics era of the late nineteenth and early twentieth centuries. At Gallaudet University, they were repeatedly expressed by the faculty and administration in a variety of forms and contexts, and echoed by many its students. This dissertation demonstrates the significant influence of these ideas at Gallaudet University on the wider deaf community over the last century; it traces how skepticism toward deaf marriage was framed in terms of hereditarian and, for a time, eugenic ideals; and it explored other more subtle but similarly effective attempts to influence marriage decisions by deaf people. The idea that deaf people should not marry one another was embraced by faculty in Gallaudet’s early decades, diffused from administration to faculty, from faculty to students (deaf undergraduates as well as hearing students studying deaf education), and ultimately carried to other deaf educational institutions via the alumni. While student responses to these ideas were fluid, their adoption by early administration and faculty had a profound and lasting impact. One result was that, during much of the early twentieth century, deaf people were less likely to marry, and when married less likely to have children.
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RIFFE, TERRI DEAN. "A HISTORY OF WOMEN'S SPORTS AT THE UNIVERSITY OF ARIZONA (ATHLETICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183782.
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The intercollegiate athletic program for women at the University of Arizona evolved from a rich heritage of activities of dedicated sportswomen. The first provision for physical pursuits on the University of Arizona campus was made in 1895 when President Howard Billman hired Gertrude Hughes to teach physical culture. From that foundation in 1895, a fully developed intercollegiate athletic program for women has developed. This study focuses on the people and events which have shaped that program. Chapter Two provides a survey of the development of women's athletics programs in both institutions of higher education and the society at large with some attention to the history of women in America in order to form a context and comparative format for the Arizona program. Chapters Three and Four center on the administrative leadership of physical education and athletics for women at the University of Arizona. The influences of Ina Gittings, Marguerite Chesney, Mary Pilgrim, and Donna Miller are presented. Chapter Five focuses on the transition period from women's club sports to an intercollegiate athletic program for women, the impact ot Title IX on the development of that program, the merging of women's athletics with men's, and the role that Mary Roby has played in the development of the University of Arizona's women's intercollegiate athletic program. From its fledgling beginning, due to the contribution of people and events, the program has developed into one of the nation's finest from which highly successful individuals and teams have emerged. The present program offers to current highly skilled female athletes at the University of Arizona the opportunity for a qualitative athletic experience in which they can maximize their capabilities both as students and athletes.
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Hall, Mark Edwin. "A comparative history of seven Southern Baptist colleges and universities /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9123420.
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Summers, Jerry L. (Jerry Lynn). "The Association Between Postmodernistic Trends and Historical Scholarship With Implications for the College-Level Teaching of History." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332541/.
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The debates among historians regarding the "crisis in history" have been directed to various problems. The fragmentation of historical scholarship and writing embodied in the "new history," the alleged overspecialization of historical scholarship, and recent challenges to the objectivity of historical fact and interpretation receive attention. Successive chapters attend to a general background study and description of postmodernism, the association between postmodernistic trends and historical scholarship as seen in poststructuralism and deconstruction, and the implications of postmodernistic criticism for post-secondary history instruction. Deconstruction, or the hermeneutical challenge of poetics, is a criticism of historical epistemological presuppositions and practices. Deconstruction yields insights that are useful to judge historical knowing. However, deconstruction does not present a compelling alternative to accepted standards of historical scholarship and practice
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Goldstone, Dwonna Naomi. ""In the shadow of the South" : the untold history of racial integration at the University of Texas at Austin /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008337.
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Archer, Peter A. "A history of the Aaron Copland School of Music at Queens College of the City University of New York." Thesis, Boston University, 2014. https://hdl.handle.net/2144/10931.
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Thesis (D.M.A.)--Boston UniversityThe purpose of this study was to document the history of the Aaron Copland School of Music (ACSM) at Queens College. The ACSM evolved out of the Department of Music at Queens College, established by the Board of Trustees and its first president, Paul Klapper, in 1938, one year after the founding of the college. In 1980, the Department of Music officially became a School of Music and subsequently named the Aaron Copland School of Music at Queens College of the City University of New York in 1981. In an effort to present an organized chronological history of the institution, I employed historical methodology for the collection, analysis, evaluation, verification, and description of data. Archival research and interviews with former students, and past and present faculty and department heads contributed significantly to the study. Additional data built a holistic picture, helping in the analysis of the reports and views of participants. Since there is no prevwus comprehensive historical documentation of the ACSM, it was necessary to examine source items such as Queens College and Copland School of Music records, manuscripts, college bulletins, newspapers, memoirs, and concert programs. Additionally, I examined other items from several archival collections to explain how and why the School of Music originated, as well as prevailing factors that contributed to its growth. Further, the study examines the role of curricula, personnel, facilities, and activities relevant to its development. The history of the ACSM reflects the development of other music schools in higher education in that it has and continues to develop musicians and provides diverse collaborative efforts with the community. A history of the Aaron Copland School of Music is both desirable and necessary to document fully its unique qualities and successes. In addition to documenting the historical record, this study may prove useful to present and future operations of the School of Music as well as bring new insights into the historical foundations of the college and providing a basis for future research.
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Stevenson, Julie. "A neglected issue in the history of education and training women students of University College London and the polytechnic at Regent Street, c. 1870-1930 /." Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.308159.
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DIXON, SARAH. "RELATIONSHIP BETWEEN HIV KNOWLEDGE, PERCEIVED THREAT, HIV RISK BEHAVIORS, HIV TESTING HISTORY, AND PRIOR SEXUALITY EDUCATION AMONG COLLEGE STUDENTS IN AN URBAN UNIVERSITY." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1177950938.
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Revel, Linda Foxworth. "The Historical Development and Demise of the University of Plano." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332428/.
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The University of Piano was a private, liberal arts college with a campus in Piano, Texas and an extended campus in Frisco, Texas. The University was incorporated in 1964 under the original name of the University of Lebanon. Classes began in temporary space in downtown Dallas in 1964 and continued on its campuses in Piano and Frisco until the summer of 1976.
The University of Piano was comprised of two separate schools within the University: the School of Developmental Education and the Frisco College of Arts and Sciences. This study explores the curricula of both schools and the students and faculty who participated in both programs. This study focuses on the establishment, development and final closing of a wholly privately supported university which accepted both traditional college students and students whose basic academic skills or neurological development prevented their acceptance into traditional college programs. It addresses the history of the University, the roles of its leaders, and the lasting effects of its programs.
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McGuire, John. "Tigers on the air : a case history of University of Missouri sports play-by-play, 1948-2003 /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137729.
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Taylor, Melodye Smith. "The Presidency of William M. Pearce, Jr.: A History of Texas Wesleyan College From 1968 to 1978." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330679/.
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For almost two hundred years, liberal arts colleges dominated the American system of higher education. The Wesleyan movement into education was a missionary movement to provide an education to those denied this privilege by the class prejudices of the eighteenth century. Founded by the Methodist Episcopal Church, South, Texas Wesleyan University (originally known as Polytechnic College) began in 1891 with 11 faculty members and 173 students. It has survived despite the hardships of The Depression, economic adversities, and a severe financial crisis in the 1980s. Today with 73 faculty and 1,550 students, Texas Wesleyan remains committed to its original mission that the goal of education is the development of each student to his or her greatest potential. William M. Pearce, born in the woman's dormitory of Seth Ward College in Plainview, Texas, resigned his position as executive vice-president of Texas Technological University to become the thirteenth president of Texas Wesleyan College in June 1968. Upon assuming office, Pearce realized the need to concentrate his efforts on those things in need of repair and improvement. There was no faculty organization, no tenure, no formal budget process, and Texas Wesleyan was lacking many other standards usually found in institutions of higher education. Following his grassroots philosophy, Pearce began making immediate changes. Pearce brought to the college widely used and accepted practices of college and university administration. Pearce's administrative style was autocratic yet contained a degree of participative management. His organizational structure provided avenues for faculty and student participation in college administration. His accomplishments during his 10-year administration, while not extraordinary, were necessary and added to the future health and success of Texas Wesleyan College. Without them the college would have remained in the dark ages of higher education. A reserved man, Pearce's experience, capabilities, straightforwardness, and quiet initiative were necessary for Texas Wesleyan's evolution into modern higher education. A history of the presidency of William M. Pearce is critical to understanding where Texas Wesleyan University has been, where it is now, and where it may be in the future.
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Mozoras, Abby. "The development of California State College in Coachella Valley." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1766.
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"The purpose of this study is A) to identify the criteria for establishing permanent off-campus facility for existing centers. B) To identify the number of students from College of the Desert (COD) who are planning to continue their education at the California State University, Coachella Valley Campus (CVC.) C) To determine whether a permanent CSU Campus in Coachella Valley will motivate students from College of the Desert (COD) to get their bachelor's degree locally. D) To identify the degree programs in which COD students are most interested-in. E) To determine whether ethnicity (Hispanic students are the target group) plays a role in the students' choice of degree program. For purpose of this study literature pertaining to development of California State University, San Bernardino, and development of CSU off-campus centers was reviewed. Two hundred and thirty one students attending the spring 1999 semester at College of the Desert provided the data for this study."
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Berry, Jefferson. "The Schemes of Public Parties: William Allen, Benjamin Franklin and The College of Philadelphia, 1756." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/106604.
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HistoryM.A.
Chief Justice William Allen and Benjamin Franklin met hundreds of times prior to Franklin's departure to London in 1757, and yet very little has been written about Allen. For over twenty years, Franklin and Allen worked closely on a variety of municipal improvements: the library, the hospital, the school, the fire company and many other projects that were the first of their kind in America. And while Allen was Franklin's main benefactor for close to twenty-five years --it was Allen's endorsement of Franklin that got him his job as Postmaster-- Franklin mentions him only twice in his
Temple University--Theses
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Deters, Matthew J. "Preventing Violent Unrest: Student Protest at the University of Toledo, 1965-1972." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1270585177.
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Thesis (M.Ed.)--University of Toledo, 2010.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Higher Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 96-109.
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Greyling, Sean Andrew. "Rhodes University during the segregation and apartheid eras, 1933 to 1990." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002397.
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In 2004 Rhodes University celebrated its centenary. At a Critical Tradition Colloquium opportunity was given to explore the university’s past. In particular, its liberal image was questioned and its role during apartheid brought under scrutiny. This thesis investigates the questions raised at the Colloquium. It aims to cover the whole apartheid era in one coherent narrative by addressing the history of Rhodes during that era and how it handled issues of race and politics. It begins in 1933, when the first black student applied to Rhodes, and ends in 1990, when apartheid was drawing to a close.
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Graham, James Philip Hector. "Whakatangata kia kaha : toitū te whakapapa, toitū te tuakiri, toitū te mana : an examination of the contribution of Te Aute College to Māori advancement : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1254.
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The thesis examines the contribution of Te Aute College to Maori advancement by exploring the whakapapa of Te Aute College and the brand that has developed out of the school’s whakapapa from its beginnings in 1854 prior to major European settlement in the Hawkes Bay through to the 21st century. In doing so, the notion of whakapapa is used to reveal the layers of tradition, history, connections, narratives, achievements and setbacks that have enabled the realisation of Maori potential and the ability of Te Aute College to sustain a contribution to the advancement of Maori. This thesis contends that the contribution of Te Aute College to Maori advancement stems from its whakapapa and its brand that is unequivocally Te Aute in focus and character. An Indigenous Maori research paradigm, a whakapapa research methodology, provides the context for researching Te Aute College, the basis of this thesis. The thesis also explores whakapapa as a tool that can be used as a legitimate research framework when engaging in Maori research. It posits an Indigenous Maori research approach as a paradigm base for a philosophical and theoretical discourse when researching Maori institutions and communities. This thesis signifies the continuation of both a personal and professional journey that originates from the author’s enduring interest in and sense of obligation to contributing to the story of Te Aute College. The initial thesis discourse contextualises the research through a historical chronology of the tangata whenua connection to the research community; of the first 150 years of Te Aute College providing education for predominantly young male Maori and of the ‘special character’ education that is offered by Te Aute College today. Three interconnecting themes provide the systematic basis for exploring the distinctive yet simultaneously universal layers of Te Aute College that emerged as significant to this research; the Te Aute Experience, the contribution of Te Aute College and He Toa Takitini - Collaboration. Finally, an analysis is given of these themes in conjunction with the whakapapa of Te Aute College and the future role of Te Aute College in sustaining its contribution to the advancement of Maori.
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Teigen, Danielle Ann. "The Press and the Historical Development of Three Women's Intercollegiate Athletic Programs in the Upper Midwest, 1950-1980." Thesis, North Dakota State University, 2011. https://hdl.handle.net/10365/29175.
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From 1950-1980, women's intercollegiate athletic programs experienced exponential growth, with newspapers rarely detailing the journey until Title IX passed in 1972. This project examined how women's athletics developed at North Dakota State University, the University of North Dakota, and Minnesota State University Moorhead, as well as the correlating press coverage. Articles from two regional newspapers and three student newspapers from 1950-1980 illustrated the coverage women's athletics received, while women integrally involved in the three athletic programs from 1950-1980 supplemented the coverage and further explained the development. This thesis proposes a cohesive narrative of the press coverage associated with the development of three women's intercollegiate athletic programs in the Midwest from 1950-1980. The project also speculates on the reasons why different newspapers covered women's athletics in the area differently and why 1975 emerged as a watershed year for women's athletics at NDSU, UND, and MSUM.
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Huys, Isabelle E. "A history of koshuisrugby at Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21627.
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Thesis (MSpor)--Stellenbosch University, 2008.ENGLISH ABSTRACT: The Stellenbosch Rugby Football Club is the largest club in the world and the men’s residence rugby competition is a component of that Club. The purpose of this study was to document the origin, formation and activities of men’s residence rugby (koshuisrugby) at Stellenbosch University. The history of the University, the history of the Stellenbosch Rugby Football Club and a little of the history of rugby in South Africa, and particularly at Stellenbosch, are given as background information in the introduction to provide a global view. The nucleus of this study concerns the development of koshuisrugby at Stellenbosch University. An attempt has been made to reconstruct all gathered information as accurately and as thoroughly as possible. Although there is much popular writing on sport in South Africa, the supply of scientific information is minimal. Studies such as these are thus hampered by the unavailability of primary sports history information. As this study is sport-historically orientated, the historic-scientific method has been implemented. Preference has been given to primary sources of information. These sources included minutes, annual reports, reports of annual meetings and reports of special meetings of the Stellenbosch Rugby Football Club, as well as interviews with people involved with the club. Personal correspondence and interviews have also been undertaken with the students and warders of the various male residences. Secondary sources of information included University of Stellenbosch publications, books, articles and newspapers. The introductory section provides a broad outline of the history of rugby in Stellenbosch; the sports fields of the University and especially the various venues of the rugby club are dealt with. At first, games were played on the Braak, from where they were moved to the Vlakte, the Paviljoenveld and later to Coetzenburg. The second chapter is devoted to the formulation of the problem, defining of the study, method of research and the evaluation of the resources. The third chapter describes all the male residences playing in the koshuisrugby competition. Their history, emblems and their results in the koshuisrugby competition are discussed in detail. Two other teams are also described. However, they are not resident on the Stellenbosch Campus: the Elsenburg Agricultural College has also been discussed as they take part in the koshuisrugby competition although they are not part of the University. Medies (the Medical School) is part of the University and plays rugby in the koshuisrugby competition, but is not situated on the Stellenbosch Campus. The fourth chapter deals with the koshuisrugby competition. First, the origins and the evolution of the five leagues are mapped out. Other competitions such as sevens rugby and the first years’ tournament are also described. Since koshuisrugby provided the playing field for experimenting with rules, a section has been written on rule changes. Referees had to know and apply al those rule changes, so something about the history and evolution of referees has also been given. Finally, sponsors are discussed because their participation helped to make koshuisrugby extremely popular.
AFRIKAANSE OPSOMMING: Die Stellenbosch Rugbyvoetbalklub is die grootste klub in die wêreld en die rugbykompetisie van die manskoshuise is 'n komponent van hierdie klub. Die doel van hierdie studie was om die ontstaan, samestelling en aktiwiteite van die rugby van mansstudente in koshuise (‘koshuisrugby’) aan die Universiteit Stellenbosch te dokumenteer. Die geskiedenis van die Universiteit, die geskiedenis van die Stellenbosch Rugbyvoetbalklub en iets van die geskiedenins van rugby in Suid-Afrika, veral te Stellenbosch, word in die inleiding as agtergrond aangebied om 'n globale blik te voorsien. In wese het hierdie studie te doen met die ontwikkelling van koshuisrugby by die Universiteit Stellenbosch. 'n Poging is aangewend om al die versamelde inligting so akkuraat en deeglik as moontlk te herkonstrueer. Alhoewel daar baie populêre sportskrywing in Suid-Afrika gedoen word, is die aanbod van inligting met 'n wetenskaplike strekking minimaal. Studies soos die huidige een word dus in die wiele gery deur die onbeskikbaarheid van primêre inligting oor die geskiedenis van sport. Aangesien hierdie studie op sportgeskiedenis gerig is, is die histories-wetenskaplike metode daarvoor gevolg. Voorkeur is gegee aan primêre bronne van inligting. Hierdie bronne het die notules van vergaderings, jaarverslae, verslae van jaarvergaderings en verslae van spesiale vergaderings van die Stellenbosch Rugbyvoetbalklub ingesluit, sowel as onderhoude met persone wat by die klub betrokke is. Persoonlike briefwisseling en onderhoude is ook gevoer met studente en koshuisvaders van die onderskeie manskoshuise. Sekondêre bronne van inligting het publikasies van die Universiteit Stellenbosch, boeke, artikels en koerante ingesluit. Die inleiding verskaf 'n breë oorsig oor die geskiedenis van rugby in Stellenbosch; die sportvelde van die Universiteit, en die verskeie bymekaarkomplekke van die rugbyklub. Aan die begin is rugbywedstryde op die ‘Braak’ gespeel, vanwaar hulle na die sogenaamde ‘Vlakte’ verskuif het, later na die ‘Paviljoenveld’ en toe na Coetzenburg en later die Danie Craven-stadion. Die tweede hoofstuk is gewy aan die formulering van die probleem, die afbakening van die studie, die navorsingsmetode en die evaluering van die bronne. Die derde hoofstuk beskrywe al die manskoshuise wat aan die koshuisrugbykompetisie deelgeneem het. Die geskiedenis van hul deelname, koshuiswapens en resultate word in besonderhede gedek. Twee ander spanne, wat hulself nie op die Stellenbosch-kampus bevind nie, word ook bespreek. Die Elsenburg Landboukollege word bespreek aangesien hulle aan die koshuisrugbykompetisie deelneem, ten spyte daarvan dat hulle nie deel vorm van die Universiteit nie. Medies (die span van die Mediese Skool) vorm deel van die Universiteit en speel rugby in die koshuisrugbykompetisie, maar is in Tygerberg gesetel. Die vierde hoofstuk behandel die koshuisrugbykompetisie. Die oorsprong en ewolusie van die vyf ligas word eerstens uitgestip. Ander kompetisies, soos sewes-rugby en die eerstejaarstoernooi, word ook beskrywe. Aangesien koshuisrugby die speelveld vir eksperimentering met reëls gelewer het, word 'n afdeling aan die wysiging van reëls gewy. Skeidregters moes die reëlwysigings leer ken en toepas, dus was dit nodig om ook oor die geskiedenins en ontwikkeling van die skeidsregters te skrywe. Ten laaste word borge ook bespreek, aangesien hul deelname gehelp het om koshuisrugby so uiters gewild te maak.
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Block, Jason A. "The Law Comes to Campus: The Evolution and Current Role of the Office of the General Counsel on College and University Campuses." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/22.
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Much has been written in the literature of higher education on the history and current role of presidents, provosts, and deans. However, higher education scholars have, for the most part ignored the role of institutional in-house attorneys on college and university campuses. Those who have written on the subject of institutional counsel have proffered the idea that in-house general counsel offices were established as a result of the increased regulation of higher education by state and federal governments, and litigation resulting from the faculty and student rights movements of the 1960s and 1970s. This project seeks to provide a detailed justification for the rationale for the proliferation of counsel offices, and to provide a base-line qualitative, interview-based approach to the current role of college and university attorneys.
Using a historical, document based approach this dissertation provides a comprehensive exploration of the argument that the establishment and growth of offices of the general counsel on college and university campuses was rooted in litigation. This dissertation further builds on the notion that as colleges and universities became larger and more complex, federal and state governments increased regulatory and reporting demands and accountability on institutions.
A second issue that this dissertation covers is the way in which modern day institutional counsel view their roles within a college or university. Using Oral History Methodology, three attorneys were interviewed about their perceptions of their roles. Based on those interviews, this dissertation proffers the idea that an institutional counsel’s view of his or her role is linked to the nature of the individual campus and its leadership, and the structure of the office in which the attorney works. This dissertation also puts the role of the institutional counsel into the context of institutional actors by comparing it with the role of the academic dean.
In addition to showing that the role of the institutional counsel is institution dependent, the results of this project indicate that the role of the institutional general counsel is an area ripe for additional study.
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Berry, Autumn C. "The Historical Evolution of Malone: A Challenge to Keep Christ First in the Journey from Bible College to Christian Liberal Arts University." Malone University Undergraduate Honors Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ma1429718316.
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Latta, Marcia Sloan. "CHARACTERISTICS AND MOTIVATIONAL FACTORS OF MAJOR DONORS TO BOWLING GREEN STATE UNIVERSITY." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288019153.
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Favors, Jelani M. "Shelter in a time of storm: black colleges and the rise of student activism in Jackson, Mississippi." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1155750466.
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Niven, Penelope Mary. "Acquiring academic reading practices in History I : an ethnographic study of a group of foundation year students at Rhodes University." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1007860.
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This thesis reports on a critical, ethnographic investigation into the reading practices of a group of 14 foundation year students at Rhodes University in 2002. The university had identified all the student-participants as 'underprepared' for university learning: they were from poor, socio-economic backgrounds, used English as an additional language, and had been educated in township or rural schools. Using the Socio-cultural model of literacy (Heath, 1984; Gee, 1990 & Street, 1993), the study explores the culturally-shaped attitudes and assumptions about reading that the students brought with them into a tertiary learning context from their homes, communities and schools. It reports on their subsequent efforts to become academic readers in the disciplinary context of History. Framing Theory (Reid and MacLachlan, 1994) was employed to analyse the kinds of matches and mismatches that arose between the students' frames about the nature and purpose of reading, and those implicitly accepted as normative by teachers in the History department. It accounts for the students' difficulties in achieving epistemological access in terms of a conflict of frames: both the students and their teachers usually failed to recognise each others' constructions about the nature and purpose of 'reading for a degree'. The study'S critical purpose required that its potential for generating emancipatory consequences needed to be investigated. Thus the study reports on how both sets of participants began to reframe their understanding of academic reading, by describing the ways in which they reflected on the findings in the final stages of the research process.KMBT_363
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Kim, Yoon Hee. "THE COMMISSIONED FLUTE CHOIR PIECES PRESENTED BY UNIVERSITY/COLLEGE FLUTE CHOIRS AND NFA SPONSORED FLUTE CHOIRS AT NATIONAL FLUTE ASSOCIATION ANNUAL CONVENTIONS WITH A BRIEF HISTORY OF THE FLUTE CHOIR AND ITS REPERTOIRE." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366280963.
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Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.
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Pethel, Mary Ellen. "Athens of the South: College Life in Nashville, A New South City, 1897-1917." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/history_diss/20.
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The Progressive Era affected the South in different ways from other regions of the United States. Because Southern society was more entrenched in patriarchy and traditional social strictures, Nashville provides an excellent lens in which to assess the vision of a New South city. Known as “Athens of the South,” Nashville legitimized this title with the emergence of several colleges and universities of regional and national prominence in the 1880s and 1890s. In the first two decades of the twentieth century, Nashville’s universities solidified their status as reputable institutions, with Vanderbilt and Fisk Universities garnering national prominence. Within Nashville, local colleges, including Ward Belmont College, David Lipscomb University, Peabody College, Roger Williams University, and Meharry Medical College shaped and were shaped by the growing city. Higher education and urbanization created a dialectic that produced a new generation and a new monied class of young adults who thought and acted differently from their parents. Moreover, women became more active participants in public spheres because of opportunities provided by higher education. In most cases, Nashville’s women continued to use their husband’s prominence to earn greater success. In regard to race, the city’s African American colleges helped to produce men and women who formed the backbone of the rising black middle class and elite in the South. Nashville endured great change, formally beginning with the 1897 Tennessee Centennial Exposition, whereby the city’s trajectory followed a more modern approach, albeit southern style. Higher education played a large role in the direction of the city, both literally and figuratively. Shifts in attitude toward race, gender, and leisure combined to create a new youth culture. Young women and men socialized on and off campus through a variety of new forms of recreation. The experience of “college life” was more than attending classes but rather a fluid phase beginning with youthfulness and ending with adulthood. Social interaction increasingly became a major component of college life; the city of Nashville simply provided the stage. By U.S. entrance into World War I, Nashville had legitimized its position as a Southern urban center of entertainment and higher education.
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Rawson, Helen C. "Treasures of the University : an examination of the identification, presentation and responses to artefacts of significance at the University of St Andrews, from 1410 to the mid-19th century, with an additional consideration of the development of the portrait collection to the early 21st century." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/990.
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Since its foundation between 1410 and 1414 the University of St Andrews has acquired what can be considered to be ‘artefacts of significance’. This somewhat nebulous phrase is used to denote items that have, for a variety of reasons, been deemed to have some special import by the University, and have been displayed or otherwise presented in a context in which this status has been made apparent. The types of artefacts in which particular meaning has been vested during the centuries under consideration include items of silver and gold (including the maces, sacramental vessels of the Collegiate Church of St Salvator, collegiate plate and relics of the Silver Arrow archery competition); church and college furnishings; artworks (particularly portraits); sculpture; and ethnographic specimens and other items described in University records as ‘curiosities’ held in the University Library from c. 1700-1838. The identification of particular artefacts as significant for certain reasons in certain periods, and their presentation and display, may to some extent reflect the University's values, preoccupations and aspirations in these periods, and, to some degree, its identity. Consciously or subconsciously, the objects can be employed or operate as signifiers of meaning, representing or reflecting matters such as the status, authority and history of the University, its breadth of learning and its interest and influence in spheres from science, art and world cultures to national affairs. This thesis provides a comprehensive examination of the growth and development of the University's holdings of 'artefacts of significance' from its foundation to the mid-19th century, and in some cases (especially portraits) beyond this date. It also offers insights into how the University viewed and presented these items and what this reveals about the University of St Andrews, its identity, which changed and developed as the living institution evolved, and the impressions that it wished to project.
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Silva, Angela Maria Moreira. "BIBLIOTECAS UNIVERSITÁRIAS FEDERAIS DA AMAZÔNIA: desbravando fronteiras, administrando improvisos." Universidade Federal do Maranhão, 2009. http://tedebc.ufma.br:8080/jspui/handle/tede/832.
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This is a research into the History of Federal University Libraries of Northern Region, which empirical field was the Libraries of the States of Acre, Amapá, Rondônia and Roraima. The interlude considered on this research comprehends the period between 1970 and 2000, having as context the whole predominant aspects that have influenced universities and their Brazilian university libraries, between the military dictatorship and Fernando Henrique Cardoso government. The research aims to understand which factors have influenced the construction and the performance of Federal university libraries in Amazonia during their history; in which way the public measures have influenced their performance and whether the employee´s mentality and way of acting have conditioned the performance of those libraries. In the attempt of answering those questions, the research is anchored in Pierre Bourdieu' s methodological and theoretical concepts, mainly his perception of objective relations into the social spaces (field); notion of internalized social structures (habitus); and his concepts of capital. Besides the studied bibliography, it was used the technique of oral testimonials with the research agents, who were the auxiliaries, directors and librarians that have worked in the investigated libraries. After the analysis of the bibliographic data and the concept's operationalization, the study concludes that government policies have had a great impact over the studied libraries. It has also been inferred, however, that the performance of their employees, mainly the librarians, was determinant to the structuration of the precarious conditions in which those libraries are found.
Investiga a trajetória das bibliotecas universitárias federais da Região Norte, cujo campo empírico foi as bibliotecas dos estados do Acre, Amapá, Rondônia e Roraima. O recorte temporal abrange o período de 1970 a 2002, tendo como pano de fundo os aspectos conjunturais predominantes que influenciaram as universidades federais e suas bibliotecas, entre os governos do regime militar e o fim do governo de Fernando Henrique Cardoso. A pesquisa busca entender quais os fatores que influenciaram a construção e a atuação das bibliotecas universitárias federais da Amazônia durante a sua história; em que medida as políticas públicas têm influenciado essa atuação e se a mentalidade e as práticas dos funcionários condicionaram o desempenho dessas bibliotecas. Na tentativa de responder esses questionamentos, utiliza os pressupostos teórico-metodológicos de Pierre Bourdieu, principalmente a sua percepção das relações objetivas nos espaços sociais (campo); a noção de estruturas sociais interiorizadas (habitus); e seus conceitos de capital. Além da bibliografia estudada, usou-se a técnica dos depoimentos orais entre os sujeitos da pesquisa, que foram os auxiliares, dirigentes e bibliotecários que atuaram nas bibliotecas investigadas. Com os dados bibliográficos analisados e a operacionalização dos conceitos, o estudo mostra que as políticas públicas tiveram grande impacto sobre as bibliotecas estudadas. Contudo, inferiu-se ainda, que a atuação dos seus funcionários, principalmente, dos bibliotecários, também foram determinantes para a estruturação das condições precárias em que essas bibliotecas se encontraram.
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Parrish, Donna North. "An American History Curriculum for Eighth Grade Gifted Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/675.
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The curriculum developed in this project was designed to meet the requirements of the Clay County gifted program. It provides a comprehensive American history curriculum, discovery through the Civil War, to promote mastery of the content area, increase involvement and interest of students in learning through the reduction of irrelevant and redundant material, and encourage individual initiative for one/sown investigations.
The program consists of a series of independent studies in which the teacher is a facilitator who sets the stage and encourages students' endeavors. The study units developed for this project include objectives representing all levels in Bloom/s Taxonomy.
The curriculum was evaluated by pilot-testing and surveying the students involved, as well as by surveying a team of teachers of the gifted and a university faculty member in social studies education.
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Lidman, Charlotte. "Konstes fria studie : En undersökning av förändringarna i avgångselevernas examensutställningar vid Kungliga Konsthögskolan 1962-2011." Thesis, Uppsala universitet, Konstvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-276865.
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The aim of the essay is to examine how the student exhibitions of the Royal University college of Fine Arts in Stockholm has changed between 1962-2011, and what these changes can depend on. The questions are: What are the changes in the choice of examination work for the students of the Royal University college of Fine Arts, and what can they depend on? Is the school adjusting their education to the surrounding art world, and in what way is that noticeable? By studying the catalogs from the exhibitions, newspaper reviews and other literature, a shorter conclusion is given concerning the art world, the study situation and the student’s choices of examination works the affected years. The works has gone from being a submission of the study fields during the year, to becoming free projects where stories about important subjects are told. Pressures on the school from students and teachers to be able to keep up with the surrounding view of art in the society that is constantly changing, together with reforms and investigation has led to these changes.
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Walburn, Kathryn H. "Males' and Females' Attitudes Toward a Prospective Social Group Member with a History of Mental Illness." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/656.
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Attitudes of male and female subjects toward a prospective social group member who did/did not have a history of mental illness were investigated. The cognitive, behavioral and affective components of subjects' attitudes were measured. Results from the cognitive measure indicated that: 1) Subjects in the experimental condition perceived the confederate less positively on personal characteristics indicative of moral character. 2) Male subjects perceived the confederate as more dependable when she had a history of mental illness, while female subjects perceived her as less dependable when she disclosed history of mental illness. On the behavioral and affective component measures, there were no significant differences between the groups.
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Gould, Gaye Elizabeth. "Writing in the disciplines : English literature : building on freshman composition /." Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22359783.
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Soltz, Wendy Fergusson. "Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.
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Click, Sally Evelyn. "Melvene Draheim Hardee music maker and dreamer of dreams /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237838404.
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Lewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.
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In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.
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Marcussi, Elaine. "A visibilidade da criação da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo na impressa escrita (1951)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-15082012-135932/.
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O estudo investiga o efeito simbólico da criação da Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP-USP), na imprensa escrita (1951), através da análise e discussão das matérias jornalísticas publicadas em três jornais da cidade, à época: A Cidade, Diário da Manha e a Tarde. Estudo de perspectiva histórica que se aproxima da abordagem da micro-história. O marco temporal desse trabalho refere-se à aprovação da organização e finalidade da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP), que criou, anexa à mesma, a EERP/USP, através da Lei Estadual nº. 1467, de 26 de dezembro de 1951. O corpus documental constituiu-se das matérias jornalísticas relativas à criação da EERP-USP e/ou Enfermagem/enfermeiro(a) publicadas pelos jornais disponíveis para a pesquisa no Arquivo Público e Histórico da cidade. A coleta compreendeu os meses de dezembro de 1951 e janeiro de 1952. O marco teórico de referência para análise do texto jornalístico trata-se da teoria de mundo social, com utilização da noção de campo jornalístico, do sociólogo Pierre Bourdieu. Os resultados obtidos apontaram para um total de 47 matérias jornalísticas. Entretanto, 34 possuem a FMRP-USP como tema centrale seis (6) matérias se referem diretamente a EERP/USP, Enfermagem ou enfermeira(o). Observa-se que o discurso jornalístico sobre a instalação da FMRP-USP reconfigura o campo científico na cidade. Verificou-se que a EERP-USP, mesmo antes de sua instalação, apropriou-se de certo capital cultural, efeito da visibilidade da FMRP-USP. Nas seis matérias analisadas destaca-se um discurso ambivalente quanto à posição da Enfermagem e/ou EERP-USP em relação à FMRP-USP/Medicina, ora àquela que agrega capital simbólico de força equivalente às demais profissões, ora aquela que é referida como integrante, de um conjunto maior, que seria de domínio médico. Entretanto, destaca-se que este fenômeno ocorreu em virtude da inexistência de agentes sociais no campo simbólico que pudessem exercer forças a favor da EERP-USP, uma vez que, a Profa. Glete de Alcântara, sua principal agente social, iniciou suas atividades em Ribeirão Preto quatro meses após o período de analise do presente estudo.The study investigates the symbolic effect of University of São Paulo at RibeirãoPreto College of Nursing\'screationin press (1951), through analysis and discussion of newspaper articles published in three newspapers of the city, at the time: THE CITY (A CIDADE), THE DAILY MORNING (DIÁRIO DA MANHÃ) and THE EVENING (A TARDE).Historical perspective Study that approximates of the micro historyapproach of. The timeframe refers to the approval of the organization and purpose of the University of São Paulo Faculty of Medicine of Ribeirao Preto (FMRP-USP), which created, attached to it, the University of São Paulo at RibeirãoPreto College of Nursing (EERP-USP) by State Law. 1467 of December 26 of 1951. The corpus of documents consisted of newspaper articles about the creation of EERP-USP and/or nursing/nurse published in the newspapers available for research in the Historical Public Archives of the city. The data were collected to the months of December 1951 and January 1952. The theoretical framework of reference for analysis of newspaper text is the social world theory, using the notion of journalistic field, by the sociologist Pierre Bourdieu. The results pointed to a total of 47 newspaper articles. However, 34 have the FMRP-USP as a central theme, and six (6) refers directly to EERP / USP, nursing or nurse. It is observed that media discourse about the installation of the FMRP-USP reconfigures the scientific field in the city. It was found that the EERP-USP, even before its installation, appropriated certain cultural capital, with is effect of the visibility of FMRP-USP. In the six articles analyzed stands anambivalent speech about the position of Nursing and/or EERP-USP regarding FMRP-USP/Medicine, once adds to that symbolic capital strength equivalent to other professions, once that is sometimes referred to as an integrant of a larger field dominated by the medical field. However, it is emphasized that this phenomenon occurred because of a lack of social agents in the symbolic field that could apply forces for EERP-USP, since the Professor. Glete de Alcântara, that is themost important social agent of EERP-USP, started its activities, in RibeirãoPreto, four months after the period analyzed in this study.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.
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Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Adam, Karen. "“The Nonmusical Message Will Endure With It:” The Changing Reputation and Legacy of John Powell (1882-1963)." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2692.
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This thesis explores the changing reputation and legacy of John Powell (1882-1963). Powell was a Virginian-born pianist, composer, and ardent Anglo-Saxon supremacist who created musical propaganda to support racial purity and to define the United States as an exclusively Anglo-Saxon nation. Although he once enjoyed international fame, he has largely disappeared from the public consciousness today. In contrast, the legacies of many of Powell’s musical contemporaries, such as Charles Ives and George Gershwin, have remained vigorous. By examining the ways in which the public has perceived and portrayed Powell both during and after his lifetime, this thesis links Powell’s obscurity to a deliberate, public rejection of his Anglo-Saxon supremacist definition of the United States.
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.
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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti.
Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica.
La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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Basolo, Kristy. "The history of student journalism at Northern Michigan University, 1919-2002." 2008.
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Wilson, Charles Hooper. "Refining a woman's college toward a history of Brenau University, 1878 - 2008 /." 2008. http://purl.galileo.usg.edu/uga%5Fetd/wilson%5Fcharles%5Fh%5F200808%5Fphd.
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