Academic literature on the topic 'Mary's College'
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Journal articles on the topic "Mary's College"
Brown, Alice W. "Case study of a college that closed: Saint Mary's College." New Directions for Higher Education 2011, no. 156 (December 2011): 7–18. http://dx.doi.org/10.1002/he.451.
Full textO'Driscoll, Finbarr. "Archbishop Walsh and St. Mary's university college, 1893 ‐ 1908." Irish Educational Studies 5, no. 2 (January 1985): 283–301. http://dx.doi.org/10.1080/0332331850050217.
Full textStarnes, Shannan L. "Subject Analyses of Monographs Borrowed by Saint Mary's College Students Through the Cooperating Raleigh College Consortium." Journal of Interlibrary Loan, Document Delivery & Information Supply 4, no. 2 (March 24, 1994): 39–64. http://dx.doi.org/10.1300/j110v04n02_05.
Full textBaker, William. "David Lodge Interviewed by Chris Walsh." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 830–40. http://dx.doi.org/10.1632/pmla.2015.130.3.830.
Full textPusateri, Thomas P. "A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern." Teaching of Psychology 29, no. 1 (January 2002): 76–82. http://dx.doi.org/10.1207/s15328023top2901_14.
Full textBoisclair, Regina A. "Saint Mary's Press College Study Bible: New American Bible. Edited by Virginia Halbur. Winona, MN: Saint Mary's Press, 2007. xlvii + 2048 pages. $32.95 (paper)." Horizons 35, no. 2 (2008): 375–76. http://dx.doi.org/10.1017/s0360966900005545.
Full textWilson, R. McL. "Matthew Black 3.9.1908–2.10.1994." New Testament Studies 41, no. 2 (April 1995): 161–63. http://dx.doi.org/10.1017/s0028688500021214.
Full textCairns, Audrey M., and Peter H. Reid. "The Historical Development of the Library of St Mary's College, Blairs, Aberdeen, 1829–1986." Library & Information History 25, no. 4 (December 2009): 247–64. http://dx.doi.org/10.1179/175834809x12489649424147.
Full textSmith, Steward D., and Martha Stoops. "The Heritage: The Education of Women at St. Mary's College, Raleigh, North Carolina, 1842-1982." Journal of Southern History 52, no. 2 (May 1986): 337. http://dx.doi.org/10.2307/2209713.
Full textDeStefano, Michael T. "DuBourg's Defense of St. Mary's College: Apologetics and the Creation of a Catholic Identity in the Early American Republic." Church History 85, no. 1 (February 29, 2016): 65–96. http://dx.doi.org/10.1017/s0009640715001353.
Full textDissertations / Theses on the topic "Mary's College"
Lombard, Madeleine. "Rhetoric and reality : an investigation into the values dimension of education at St. Mary's University College, Belfast." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399062.
Full textCannane, Mary, and n/a. "Trinity : a study of the amalgamation of St. Mary's College and Marist Brothers' St. Joseph's High School Lismore 1965-1985." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060626.125829.
Full textRawson, 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.
Full textFonge, Charles Richard. "An edition of the cartulary of St. Mary's Collegiate Church, Warwick." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/2498/.
Full textAlves, Glauce de Oliveira. "Marcas proverbiais em redações de vestibular." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-12022014-114228/.
Full textThis research to investigate the mechanism of intergeneric connections, in employment of proverbial brand - different ways of presenting the proverb as a discourse genre - in college entrance essays, from a comparative study of the discursive functioning of these brands into two sets of texts, namely: sixty essays of vestibular FUVEST/2006 (theme Labor) and sixty essays of vestibular FUVEST/2009 (theme Borders), totaling 120 texts. In these essays, were recognized following record types proverb as a discourse genre, for me called proverbial brands: (a) building where the proverb appears entirely with the use of quotation marks and/or gloss, (b) construction in which the proverb appears in full without using quotation marks nor gloss; (c) organized statement from the modification of the structure of a proverb; (d) utterance that alludes to the meaning of a proverb, and (e) construction that reproduces the structure of a proverbial utterance. Under a look enunciative-discursive, this work is based primarily on studies of the Bakhtin Circle, related to the dialogical perspective of language and the theory of speech genres, in Maingueneau (1997, 2008b, 2010) regarding his considerations on strategies for capture and subversion and on aspects of proverbial utterance and, in Lysardo-Dias (2004), who understands the proverb as a genre of discourse that is characterized by mandatory insertion into another genre. The results of this research reveal that the discursive functioning of proverbial brands results from the intergeneric connections. This mechanism turns out not only by the insertion of proverbial brands in writing entrance exam, where they play several argumentative functions, but also because these brands show traces of other genres in which the proverb has already been installed. In one case and in the other, these traces are recognizable both in thematic content, as in the compositional construction and the style of the genre. Contrary to the recommendation of school to avoid using expressions crystallized in college entrance essays, the results are presented as contributions to teaching as: (a) open the possibility of a reading of texts that allows to understand them as records of dynamicity of discourse genres; and (b) relativize that academic recommendation given that the text quality is not always linked to the absence of crystallized forms.
Thierry, Xavier. "De l'union consensuelle à l'arrivée du premier enfant : objets de collecte, sujets d'analyse." Bordeaux 4, 1997. http://www.theses.fr/1997BOR40014.
Full textThe thesis draws up some methodological models of a demographic analysis about de facto unions and about their future. It presents statistical data which is necessary to obtain reliable measurements; these are compared with available data in europeans countries; and finally recommends useful and easily applicable improvements to the current sources of demographic information (censuses, registration records). For the registration of a marriage or birth, we propose to add a single question such as "the date of the begining of the de facto relationship". Concerning the data analysis, the increased extent of extra-marital cohabitation has weakened the value of indices of couple formation and break up. The author provides some keys to construct better indices in order to measure new behaviors (intensity of formation of consensual union, of eventual subsequent marriage or dissolution). Two french restrospective surveys were used to describe, following a longitudinal perspective, how stages in the life of couples have changed since 1970. At the begining, consensial union was, for the majority, a period which precedented the legislation of the relationship. Following the cohorts from year, the transition from cohabitation to marriage become less likely and more posponed. The number of extra-nuptial births has risen with the increase in a number of unmarried couples. The rate of the first birth within consensual unions is lower than within traditionnal unions and, on average, this event occurs later. The decrease in the of number of legitimate births has not been offset by the increase of births outside marriage. The author then tries to see if the use of more basic data might allow the study of the growth of consensual unions in countries where there are no retrospective surveys on this topic. With this aim, an analysis was carried out of spanish illegitimate birth registrations since 1975, classified by order of the child and age of the mother. According to this data, paperless unions would not be very widespread and their increase would have stopped in 1985
Poor, Joan P., and Jen Snowball. "The valuation of campus built heritage from the student perspective: comparative analysis of Rhodes University in South Africa and St. Mary’s College of Maryland in the United States." Elsevier, 2010. http://hdl.handle.net/10962/67488.
Full textMany universities and colleges around the world have done extensive surveys of their campus built heritage resources. A detailed description and accounting of a campus's built heritage, landscape heritage and archaeology, are often used for historic preservation planning, and sustaining built culture is also an important aspect of campus master planning of future buildings. Such institutions of higher education have deep historical roots, in Europe it is not uncommon for buildings to be dated prior to the sixteenth century. In countries where European colonies were established, institutions of higher education often date to the eighteenth and early nineteenth centuries. Once students have arrived at their chosen campus, however, except for perhaps the first week orientation rituals, do the students actually develop ties to their campus built heritage? This research investigates the knowledge students possess of their respective campus built heritage and the importance of built heritage as a legacy to them. Two institutions are included in this study in an effort of draw comparative assessments. A student questionnaire was administered at Rhodes University in South Africa and St. Mary's College of Maryland in the United States during April 2008. Results indicate students on both campuses place positive intrinsic value on their respective campus built heritage. Just over half (52%) of Rhodes students and about 68% of St. Mary's students were willing to pay some positive amount to protect campus built heritage. Empirical probit model results combining the data from both institutions found that current student knowledge of their respective campus built heritage did not positively relate to the value they place on preservation, even though the visual identity was significant for students and influenced their decision to attend the particular institution. The lack of significance regarding a racial variable coefficient estimate suggests that the use of an institution's visual identity in terms of built heritage may have important marketing implications, particularly in cases where universities or colleges are trying to attract students from more diverse backgrounds. We found no significant relationships between willingness to pay to preserve an institution's built heritage and the demographic variables included in our empirical model. Fundraising data analysis includes positive willingness to pay for conserving built heritage, yet funding for new construction was not significant.
Miller, Jay. "The development of a curriculum for a course in manipulative skills for shielded metal arc welding." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1188.
Full textDa, Rosa Marluza Terezinha 1985. "O discurso universitário-científico na contemporaneidade : marcas e implicações na constituição identitária do pesquisador em formação." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269496.
Full textTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-22T06:07:07Z (GMT). No. of bitstreams: 1 DaRosa_MarluzaTerezinha_D.pdf: 1466140 bytes, checksum: fbd12183a7f886f7fb31f2fe03555410 (MD5) Previous issue date: 2013
Resumo: Nesta pesquisa, colocamos em discussão o discurso em formulação e circulação no âmbito universitário, compreendido não apenas como um lócus de observação, mas também de problematização e de possível transformação de sentidos já-dados, naturalizados ou reafirmados. Ancoramo-nos nos estudos discursivos, em sua relação constitutiva com a psicanálise lacaniana e com a desconstrução, viés que implica um gesto constante de reformulação teórico-conceitual. Nosso olhar se dirige ao processo de formação para a pesquisa científica - processo no qual não apenas o conhecimento, mas também os pesquisadores estão em (trans) formação -, por entendermos que, no domínio universitário em que tal processo ocorre, a ciência não é dada como pronta, diferentemente do modo como é veiculada nos discursos de divulgação científica, por exemplo. Em outros termos, tomamos como lugar de observação e problematização não o produto, mas o processo de produção e a transmissão de conhecimentos (a ciência em desenvolvimento). Nesse âmbito, mais do que os resultados, importa a inscrição do pesquisador em formação, sua constituição identitária, inevitavelmente atravessada pela heterogeneidade discursiva que permeia essa outra cena e que presentifica uma memória de dizeres. Importa "o drama subjetivo do cientista", seus conflitos, que, como fios, enodam-se, servindo como condição para esta reflexão. Com base na articulação teórico conceitual empreendida, defendemos a hipótese de que a identidade do pesquisador em formação se constitui em um movimento tenso de aproximação-afastamento com relação a uma imagem ideal e espectral, a figura do cientista, definida e reafirmada a partir de uma matriz de sentidos que pode ser compreendida pela referência à designação ciência moderna, a qual é, também, passível de questionamento, principalmente, por seu caráter idealista. Tomamos como objeto de estudo o dizer de pesquisadores em formação de diferentes disciplinas, inscritos em três grandes áreas: ciências humanas, biológicas e exatas. A análise do corpus incidiu prioritariamente sobre regularidades linguísticodiscursivas (como a recorrência da relação com o outro, de uma imagem do conhecimento científico como forma de se chegar à almejada completude, da expressão de uma revolta resignada frente aos modos de produção desse conhecimento, submetido aos discursos da universidade, da ciência e do capitalismo), presentes em segmentos recortados dos dizeres, os quais obedeceram, em sua maioria, a uma estrutura narrativa linear, com passado e presente, organizados pelo olhar retroativo de um eu-narrador. Trata-se de um modo de interpretar (-se) (n) a produção de conhecimentos, que se ancora em uma "estrutura de ficção". Ao olhar para esses dizeres, não buscamos empreender uma metaciência, que viria lançar luz sobre certo lado obscuro dos domínios teóricos em questão, mas possibilitar a compreensão dos modos de funcionamento do(s) discurso(s) nesses domínios, potencializando o conflito e o desequilíbrio dentro das muralhas de nossa própria torre
Abstract: This research study opens up a discussion of the discourse that is being formulated and disseminated in the academic world, understood both as a place where observation occurs and that involves the problematization and possible change of senses that have already been expressed, naturalized or restated. This research is grounded on discursive studies in its constitutive ties with Lacanian psychoanalysis and with deconstruction, a standpoint that involves a constant gesture of theoretical-conceptual reformulation. In our approach, the study addresses the question of training in scientific research - a process in which not only knowledge, but also the researchers themselves undergo changes. By this we mean that in the university domain where this process occurs, science is not regarded as readymade, unlike the way that it is expressed in discourses in scientific publications, for example. Expressed in another way, it is not the product that is taken as the place of observation and problematization, but the production process and transmission of knowledge (i.e. science in development). What matters more than the results in this area, is the inscription of the researcher in training, and his/her identity constitution (which is inevitably characterized by the discursive heterogeneity which pervades this other scene and which embodies a "memory of sayings"). What is also of importance is that the "subjective drama of the scientist" and his conflicts, which are like threads that become entangled, can provide the right conditions for this kind of reflection. On the basis of this implicit theoretical-conceptual correlation, we support the hypothesis that the identity of the researcher in training represents a tense moment of withdrawal-approximation with regard to the ideal and spectral image of the figure of the scientist. This can be defined and restated on the basis of a range of senses, which can be understood by reference to the term "modern science" which is also open to question, mainly because of its idealistic character. The object of this study is what is said by the researchers in training who are from different subjects but mainly enrolled in three areas: the human, biological and exact sciences. The analysis of the corpus largely focused on linguistic-discursive regularities (such as the adoption of a relationship with another, of an image of scientific knowledge as a means of arriving at a desired completeness, and of the reaction of a backlash which is accepted in light of the modes of production of this knowledge when subjected to the discourses of the university, science and capitalism) that can be found in the extracts of their comments, most of which follow a linear design from past to present and are arranged in terms of a retrospective hindsight by a first person narrator. It is a question of a mode of interpreting (or being interpreted in) the production of knowledge that is grounded in a "framework of fiction". In looking for these remarks, we do not seek to understand a metascience that can throw light on a particularly obscure area of the theoretical domains in question, but to allow an understanding of the way discourse(s) operate(s) within these domains through a potential conflict and an imbalance within the walls of our own tower
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Blom-Smith, Elisabeth. "The lyf of oure Lord and the Virgyn Mary : edited from MS Trinity College Cambridge B.15.42 and MS Bodley 578." Thesis, King's College London (University of London), 1993. https://kclpure.kcl.ac.uk/portal/en/theses/the-lyf-of-oure-lord-and-the-virgyn-mary--edited-from-ms-trinity-college-cambridge-b1542-and-ms-bodley-578(a087fd40-c6b2-4872-a306-996e04008648).html.
Full textBooks on the topic "Mary's College"
O'Donovan, R. M. Memories of St. Mary's College. [s.l.]: [The author?], 2001.
Find full textO'Donovan, R. M. Memories of St. Mary's College, Colwyn Bay. [s.l.]: [The author?], 2001.
Find full textBritain, Great. St. Mary's College, Strawberry Hill: Science : areport byHMI. [London]: Department of Education and Science, 1992.
Find full textFausz, J. Frederick. Monument School of the People: A sesquicentennial history of St. Mary's College of Maryland, 1840-1990. St. Mary's City, MD: St. Mary's College of Maryland, 1990.
Find full textScience, Department of Education &. St Mary's Roman Catholic College Wallasey: A report by HMI. Stanmore: Department of Education and Science, 1990.
Find full textMcNeil, Mary Germaine. History of Mount St. Mary's College, Los Angeles, California, 1925-1975. New York (516 W. 34th St., New York 10001): Vantage Press, 1985.
Find full textSt. Mary's College (Strawberry Hill, England). General prospectus. [Twickenham]: [the College], 1989.
Find full textDelva, Thierry. Manifest: Sir Wilfred Grenfell College Art Gallery & St Mary's University Art Gallery. Corner Brook, Nfld: Sir Wilfred Grenfell College Art Gallery, 1998.
Find full textDepartment of Education & Science. St Mary's College, Twickenham: Aspects of humanities provision : a report by HM Inspectorate. Stanmore: Department of Education and Science, 1990.
Find full text2010 QRC & CIC Cadet Centennial Committee. Celebrating 100 years of cadets at Queen's Royal College & St Mary's College: The QRC & CIC cadet centenary publication. Mt. Hope, Trinidad & Tobago: The QRC & CIC Cadet Centennial Committee, 2010, 2013.
Find full textBook chapters on the topic "Mary's College"
Emerson, Roger L. "St Mary's College and Other Appointments, 1713–1747." In Academic Patronage in the Scottish EnlightenmentGlasgow, Edinburgh and St Andrews Universities, 406–32. Edinburgh University Press, 2008. http://dx.doi.org/10.3366/edinburgh/9780748625963.003.0014.
Full text"Saint Mary’s College, Cushwa-Leighton Library." In A Descriptive Catalogue of the Medieval and Renaissance Manuscripts of the University of Notre Dame and Saint Mary's College, 557–83. University of Notre Dame Press, 2016. http://dx.doi.org/10.2307/j.ctvpj7675.10.
Full textWorley, Jonathan. "Chapter 28. The Writing Centre at St. Mary's University College, Belfast, Northern Ireland." In Writing Programs Worldwide: Profiles of Academic Writing in Many Places, 325–31. The WAC Clearinghouse; Parlor Press, 2012. http://dx.doi.org/10.37514/per-b.2012.0346.2.28.
Full text"Saint Mary’s College." In SMALL SCIENCE, 108–20. WORLD SCIENTIFIC, 2021. http://dx.doi.org/10.1142/9789811239151_0009.
Full text"High School College." In Subcommander Marcos, 23–28. Duke University Press, 2007. http://dx.doi.org/10.2307/j.ctv1220qh2.11.
Full text"High School College." In Subcommander Marcos, 23–28. Duke University Press, 2007. http://dx.doi.org/10.1215/9780822389729-004.
Full text"Index of Incipits." In A Descriptive Catalogue of the Medieval and Renaissance Manuscripts of the University of Notre Dame and Saint Mary's College, 655–95. University of Notre Dame Press, 2016. http://dx.doi.org/10.2307/j.ctvpj7675.16.
Full text"General Index." In A Descriptive Catalogue of the Medieval and Renaissance Manuscripts of the University of Notre Dame and Saint Mary's College, 696–716. University of Notre Dame Press, 2016. http://dx.doi.org/10.2307/j.ctvpj7675.17.
Full text"Table of Contents." In A Descriptive Catalogue of the Medieval and Renaissance Manuscripts of the University of Notre Dame and Saint Mary's College, vii—viii. University of Notre Dame Press, 2016. http://dx.doi.org/10.2307/j.ctvpj7675.2.
Full textD.T.G. "Preface and Acknowledgments." In A Descriptive Catalogue of the Medieval and Renaissance Manuscripts of the University of Notre Dame and Saint Mary's College, ix—xii. University of Notre Dame Press, 2016. http://dx.doi.org/10.2307/j.ctvpj7675.3.
Full textConference papers on the topic "Mary's College"
"Analysis of the carrier of Marx's popular education in Colleges and Universities under the new situation." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.080.
Full textPerkes, David. "From Disaster to Resilience." In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.10.
Full textCollins, Curtis L., and Matthew L. Robinson. "Accuracy Analysis and Validation of the Mars Science Laboratory (MSL) Robotic Arm." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13034.
Full textBernardin, John D., Snezana Konecni, and Roger Wiens. "Design and Testing of a Prototype Atmospheric Gas Collection Apparatus for a Mission to Mars." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14499.
Full text"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.
Full textAbdullayeva, M. M., and O. G. Korneva. "Features of ideas about their activities in young people with different levels of psychological well-being." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.340.356.
Full textReports on the topic "Mary's College"
Ladd, Florence C., and Linda Eisenmann. The Mary Ingraham Bunting Institute of Radcliffe College. Fort Belvoir, VA: Defense Technical Information Center, August 1992. http://dx.doi.org/10.21236/ada284034.
Full textBoozer, A. H., and G. M. Vahala. Theoretical plasma physics. [College of William and Mary]. Office of Scientific and Technical Information (OSTI), May 1992. http://dx.doi.org/10.2172/7245535.
Full textLadd, Florence C., and Linda Eisenmann. The Mary Ingraham Bunting Institute of Radcliffe College Technical Report. Science Scholars Program. Fort Belvoir, VA: Defense Technical Information Center, August 1993. http://dx.doi.org/10.21236/ada284080.
Full textChampion, R. L., and L. D. Doverspike. Negative ion detachment cross sections. [Physics Dept. , College of William and Mary, Williamsburg, Virginia]. Office of Scientific and Technical Information (OSTI), October 1992. http://dx.doi.org/10.2172/6887864.
Full textMarc Sher. Funding Request to Organize DPF2002 at the College of William and Mary, May 24-28, 2002. Office of Scientific and Technical Information (OSTI), May 2003. http://dx.doi.org/10.2172/811802.
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